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User:Hyejin Park

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Welcome to Hyejin's Mini-Course!



About me

I am currently a Ph.D. student in Curriculum and Instruction (Department of Educational Theory and Practice). Before becoming a student again, I worked as an assistant instructor and administrative staff at a university for over four years. During that period, I mostly developed English for Specific Purposes materials and activities for undergraduate students and staff members, managed credit language courses, and managed the Writing Center.

My primary research interests include educational/English materials and program development, computer/mobile assisted learning, online learning, English for Specific Purposes, corpus linguistics, and social network analysis.


My Topic/Purpose

Topic: Using Massive Open Online Courses (MOOCs) in English class

Purpose: The aim of this project is to help English teachers either in English as a second language (ESL) or in English as a foreign language (EFL) use MOOCs to improve students' listening and writing skills.

The image on the right was retrieved from 16.09-1132x670.png


Needs Assessment

The needs assessment was conducted from March 2nd to March 9th, 2017. A total of 22 English teaching professionals at secondary/tertiary schools or institutes answered the questions. The questions consisted of eight multiple-choice questions and one open-ended question, which mainly asked about their English classes and the usage of MOOCs in their classes.


In general, the key findings from the needs assessment are as follows:

1. They currently focus on reading (59.1%) and speaking (54.5%) in English classes (It was allowed to choose multiple answers if applicable).

2. They think the skills that are necessary to be improved in English class are writing (81.8%) and speaking (54.5%). (It was allowed to choose multiple answers if applicable).

3. 90.9% of them use additional teaching resources, and paper materials occupied 90%, while online video resources (70%), online image resources (50%), online text readings (35%), E-book (10%), and others (5%) followed them (It was allowed to choose multiple answers if applicable).

4. Only 27.3% of them already know about MOOCs, and 68.2% stated that MOOCs would be helpful to enhance the student’s English learning.

5. They expect that MOOCs would improve listening skills (77.3%) the most (It was allowed to choose multiple answers if applicable).

6. 50% of them strongly agreed that the level of Coursera (one of the MOOCs) as an additional resource for English learning is higher than the students’ current level.


For more detailed results of the needs assessment, please go to Needs Assessment of Using MOOCs in English education.


Performance Objectives and Outcomes

Objectives

1. Participants will define meaning and features of MOOCs after watching given video clips and reading an article in the units.

2. Participants will successfully understand their interest in MOOCs and Coursera, and usage of the courses as supporting materials for their students’ English learning after conducting the pre-assessment.

3. Participants will successfully find relevant courses of Coursera after reading the given manual.

4. Participants will effectively use and adapt courses of Coursera for listening and writing in English after reading the given manuals.


Outcomes

Participants will be able to adapt at least one appropriate Coursera course for enhancing students' English listening and writing skills. The outcomes of the participants after the whole lessons will be English dictation materials and writing activity in accordance with their students' needs.


The rationale for the objectives and outcomes

Through the needs assessment, it was revealed that reading and speaking are the most dominant skills in current English classes. However, they think the productive skills such as writing are the most primary to be improved in English courses. Also, most of them see the potential of using MOOCs in their classes, especially in enhancing listening skills. On the other hand, a half of them think the courses of MOOCs are challenging for their student, and one teacher pointed out that it would be hard to use MOOCs in the secondary schools unless there is sufficient support for the necessary hardware facilities and extra time that the students can spend.


Task Analysis

Prerequisites

1. Participants should have decent ability to find courses on Coursera (www.coursera.org) which are related to their students’ needs and English level.

2. Participants should understand the courses of Coursera in English.

3. Participants should have good skills to select and adapt the relevant materials to use for their students.

4. Participants and students are required to have the necessary browsers or devices for taking the course. 

 1) Browser: Google Chrome, Firefox, Safari, Internet Explorer 11, Microsoft Edge
 2) Stable internet connection
 3) At least 1 GB of memory/RAM
 4) Optional devices: iPhone and iPad (iOS 8.0+) or Android (4.0+) to use the Coursera mobile app.


Sequence Content

Participants will understand the meaning, features, usage of MOOCs (focusing on Coursera) and the needs for using them to enhance their students' English learning. They will go through three units with six lessons as a total, and after the lessons, they will be able to utilize MOOCs to meet their needs. Further, after the instruction, they will be able to conduct non-graded self-assessments themselves and prepare for the following semester based on the results.




















Lessons

Participants will understand the meaning, features, usage of MOOCs (focusing on Coursera) for enhancing their students’ English learning by going through the three units of lessons.


UNIT 1: Getting to Know about MOOCs

UNIT 2: Pre-assessments & Course Search

UNIT 3: Application - How to Use MOOCs for English Learning


Non-graded Self-assessment

Aim: Participants will be able to reflect their instruction with using Coursera once a term is finished.

This assessment will be optional and conducted by themselves. After completing the assessment, they can determine whether to keep using this method in the following term. If they want to do, they will be able to start again from Lesson 2 or Lesson 3.

For the non-graded self-assessment, participants can go to Non-graded Self-assessment.


References

Buendgens-Kosten, J. (2015). Review of ‘Exploring English: Language and culture’. Studies in Self-Access Learning Journal, 6(1), 138-141.

Coursera. (n.d.). Retrieved March 31, 2017, from http://www.coursera.org/

Chung, L. (2015). Exploring the effectiveness of self-regulated learning in massive open online courses on non-native English speakers. International Journal of Distance Education Technologies, 13(3), 61-73.

Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281-290.

Erwen, Z., Wenning, Z. (2017). Construction and application of MOOC-based college English micro lesson system. International Journal of Emerging Technologies in Learning, 12(2), 155-165. Freihat, N. (2014). The effect of integrating MOOC’s on Saudi female students’ listening achievement. European Scientific Journal, ESJ, 10(34), 127-142.

Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.

Hockly, N. (2013, January). Five things you always wanted to know about MOOCs (but were afraid to ask). English Teaching Professional, 84, 61. Retrieved from http://www.academia.edu/29733171/5_Things_you_always_wanted_to_know_about..._MOOCs

Iversityclips. (2013, August 18). What is MOOC? Retrieved from https://www.youtube.com/watch?v=b_N_NHbC80E

Krause, S., & Lowe, C. (Eds.). (2014). Invasion of the MOOCs: The promises and perils of massive open online courses. Anderson, South Carolina: Parlor Press.

Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567-605.

Lextutor. (n.d.). Retrieved from http://www.lextutor.ca

McCorkle, B., Halasek, K., Clinnin, K., & Selfe, C. (2016). Negotiating world Englishes in a writing-based MOOC. Composition Studies, 44(1), 53-71.

PBS NewsHour. (2013, January 8). How free online courses are changing traditional education. Retrieved from https://www.youtube.com/watch?v=YJ8vBNQbem0

TED. (2012, August 1). Daphne Koller: What we’re learning from online education. Retrieved from https://www.youtube.com/watch?v=U6FvJ6jMGHU

Whitmer, J., Schiorring, E., & James, P. (2014). Proceedings of the Fourth International Conference on Learning Analytics And Knowledge: Patterns of persistence: What engages students in a remedial English writing MOOC? Indianapolis, Indiana: USA

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