1. Language learning on the fringes: Juggling mobile learning, LMOOCs & formal education
E. Martín-Monje – UNED (Madrid. Spain)
M. Dolores Castrillo – UNED (Madrid. Spain)

2. 1
LANGUAGE MOOCs
Growing trend

3. SOME FACTS Exponential growth in MOOCs (Pappano, 2012; Siemens, 2012)
Offered by prestigious institutions
Powerful MOOC providers
Extracted from

4. SOME FACTS: Benefits of MOOC learning
Multiple subjects
Flexible learning
MOOC
Learning on demand
Mobile learning
Connected learning

5. SOME FACTS Spanish National Distance Education University.
Over students.
Methodology based on principles of distance learning, technology-enhanced learning.
Largest offer of virtual courses in Spain .
Pioneering work in Open Educational Resources & Practices.
Around 250 MOOCs (Massive Open Online Courses) created at UNED since 2013.

6. SOME FACTS: Growing interest in LMOOCs

7. SOME FACTS: LMOOCs in 2017
(Source )

8. SOME FACTS: Growing interest in LMOOCs
European Projects
Panels in international conferences
Special interest groups
LinkedIn Group
Monographs

9. Language MOOCs at UNED

10. Background information & latest project2
OUR RESEARCH
Background information
& latest project

11. Our research on LMOOCs so far
2013
Exploring affordances of MOOCs on second languages
Peer-to-peer interaction in LMOOCs
2014
Student engagement in LMOOCs
Social feedback in LMOOCs
Monographic volume on specificities of LMOOCs
2015
E-leading students in LMOOCs
LMOOCs & Languages for Specific Purposes
2016
Acquisition of specialised vocabulary & social learning in LMOOCs
Teacher & student roles in LMOOCs
Learning Analytics & LMOOCs
2017
Blending formal education & LMOOCs in language learning
Mobile learning, LMOOCs & formal education

12. How about combining…  Mobile learning  LMOOCs  Formal education?

13. Relevant information about MOOC
3rd edition of “Professional English”
3 weeks
18 April – 8 May 2017
Learning resources
Video-lectures (12)
Downloadable documents (12)
Evaluation tasks
Quizzes (8):
- 1 diagnostic test
- 1 test per module (3)
- 1 listening test/mod (3)
- 1 final test
Social interaction
Course forums
Facebook group (related to ANT app)
Mobile learning
Free app to download: ANT (Audio News Trainer)
Target group
Students of English for Specific Purposes.
Focus on written and listening skills

14. Relevant information about MOOC
2nd Semester
MOOC

15. Research questions
RQ 1
How many students in the university course “English for Professional Purposes” made use of the optional resources provided by the MOOC “Professional English”?
RQ 2
How many students in the university course “English for Professional Purposes” made use of the optional resources provided by the mobile app ANT “Professional English”?
RQ 3
Does the integration of a MOOC within a regular university course have a positive effect on university students’ language learning?
RQ 4
Does the integration of a MOOC & a mobile app within a regular university course have a positive effect on university students’ language learning?

16. Participants, procedures & results2
METHOD & DATA ANALYSIS
Participants, procedures & results

17. Methodological background
New hybrid learning environments.
Implementation of LMOOC in Higher Education degree.
Few empirical studies (Pérez-Sanagustín et al. 2017).
Experimental pilot at UNED:
Subject
“English for Professional Purposes (EPP)”
(Degree in Tourism
1st Year)
MOOC
“Inglés profesional / Professional English”

18. Data collection procedures
Qualitative techniques
Initial & final questionnaire
(Google Forms)
Quantitative techniques
MOOC platform recorded online activity
Data set processed with MS Excel & SPSS
Linguists helped by Data analyst

19. Data analysis Data MOOC Professional English (3rd ed.) 4528 registered
540 completed MOOC
11.9% success rate

20. Data analysis

21. Data analysis RQ1 Data MOOC Professional English (3rd ed.) RQ 1
How many students in the university course “English for Professional Purposes” made use of the optional resources provided by the MOOC “Professional English”?
Data MOOC
Professional English
(3rd ed.)
4528 registered
52 registered students from university course “EPP”
24 of those completed the course successfully
44.4 % success rate in that cohort

22. Data analysis RQ2 Data MOOC Professional English (3rd ed.) RQ 2
How many students in the university course “English for Professional Purposes” made use of the optional resources provided by the mobile app ANT “Professional English”?
Data MOOC
Professional English
(3rd ed.)
4528 registered
52 registered students from university course “EPP”
15 of those downloaded ANT mobile app (28.8%)

23. Statistically significant differences (Mann-Whitney’s U test)
Data analysis RQ3
RQ 3
Does the integration of a MOOC within a regular university course have a positive effect on university students’ language learning?
Statistically significant differences (Mann-Whitney’s U test)

24. Missing data, very limited validity
Data analysis RQ4
RQ 4
Does the integration of a MOOC & a mobile app within a regular university course have a positive effect on university students’ language learning? ?
Missing data, very limited validity

25. Venn diagram for resources & participants
Colour
4528
LMOOC
RED
630
University course
GREEN
746
Mobile app (+ LMOOC)
PURPLE 24
LMOOC + University course
ORANGE 15
LMOOC + U. course + Mobile app
BLUE

26. Students’ perception
The course has fulfilled my expectations in terms of improving my Professional English
Improvement of English skills

27. Students’ perception
I think that the inclusion of the ANT News Trainer app has been a valuable addition to the MOOC
I will recommend this MOOC

28. CONCLUSIONS & FUTURE WORK3
CONCLUSIONS & FUTURE WORK

29. Conclusions to the pilot study
Profile of LMOOC participant confirmed: Female, age group late 20s-40s, university educated.
Successful piloting of LMOOC as optional resource in a university course.
Completion of LMOOC within university course may lead to better results in formal education.
Mobile app can be a good optional resource in a university course.
LMOOC + mobile learning combined may be too much.
Importance of DATA.

30. Future work
Is it possible to combine MALL (Mobile Assisted Language Learning) & LMOOCs (Language Massive Open Online Courses)?
Need for theoretical framework
SWITCHED-ON Project (The empowerment of massive open social language learning through mobile technology: harnessing interactions, transcending boundaries)
(Read et al., 2017)

31. REFERENCES
Pappano, L The Year of the MOOC, New Your Times courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all
Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C. et al. (2017) H-MOOC framework: reusing MOOCs for hybrid education In Journal of Computing in Higher Education 29: 47. doi: /s
Read, T., Barcena, E., Traxler, J. & Kukulska-Hulme, A Toward a Mobile Open and Social Language Learning Paradigm. Presentation given at EDEN 2017.
Siemens, G MOOCs are really a platform, Elearnspace

32. THANKS! Any questions? You can find us at emartin@flog.uned.es

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CREDITS
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