Next Article in Journal
Ready or Not? A Pilot Study of Graduate Students’ and Instructors’ Perceptions of the Effectiveness of Online Support Modules for Enhancing Academic Performance
Next Article in Special Issue
The Teaching–Learning of Community Social Work: Debating as an Instrument to Acquire Transversal Competences
Previous Article in Journal
‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback
Previous Article in Special Issue
Comparative Study of the Attitudes and Perceptions of University Students in Business Administration and Management and in Education toward Artificial Intelligence
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Education Sciences
Volume 13
Issue 7
10.3390/educsci13070655
education-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom

by
José Rovira-Collado
,
Mónica Ruiz-Bañuls
* and
Copelia Mateo-Guillen
*
Department of Innovation and Teaching Training, University of Alicante, 03690 Alicante, Spain
*
Authors to whom correspondence should be addressed.
Educ. Sci. 2023, 13(7), 655; https://doi.org/10.3390/educsci13070655
Submission received: 27 April 2023 / Revised: 12 June 2023 / Accepted: 24 June 2023 / Published: 27 June 2023
(This article belongs to the Special Issue Digital Innovation in Education)
Browse Figures
Review Reports Versions Notes

Abstract

:
Language MOOCs (L-MOOCs) are the MOOCs (Massive Open Online Courses) that focus on language learning. They may often present several problems in their design and development, such as their feasibility to improve students’ linguistic levels or in their materials’ adequacy and variety. Many of these courses have subsequently become Open Educational Resources (OERs), and their activities can be implemented in different learning situations. Our paper discusses the evaluation of the integration of the L-MOOC titled “Learn academic Spanish” (Aprende español académico) into existing curricula and the validation process carried out to evaluate its validity for the purpose of learning languages. The L-MOOC was developed within the MOOC2move project between 2018–2021 and was designed by the Open University, with the collaboration of the Spanish universities of León and Alicante. The evaluation and validation were carried out in October 2020. In an exceptional hybrid teaching situation, due to the COVID-19 pandemic, the L-MOOC was taken by 345 students from the Faculty of Education of the University of Alicante. The validation of the course consisted of taking the L-MOOC, participating in the forums on the MOOC and completing the questionnaires to improve the materials. In our study, a quantitative analysis was carried out through two questionnaires provided to the students before and after implementing this L-MOOC. The results obtained underlined the effectiveness of this L-MOOC. This course and the materials provided allowed the use of OERs to practice academic Spanish and improve communicative competence of its users.

1. Introduction

MOOCs or Massive Open Online Courses, as an academic and pedagogical tool, have developed important work in the pedagogical field of online education, "improving the learning of university students as they have led to an increase in the training offer" [1] (p. 8). These massive, open and online courses that some experts believe revolutionised the global educational context of the 21st century [2] are a valuable pedagogical alternative in online teaching as opposed to tutored and fee-paying courses. Defined as "training products with identity features closely linked to their origin, arising from the combination of technological and pedagogical elements" [3] (p. 97), MOOCs have generated a large amount of literature in the last decade. Currently, there are numerous studies that have focused on the conceptualisation and typologies of MOOCs [4,5,6], their evaluation [7,8,9], their advantages and limitations [10,11,12,13,14,15,16] or their role in Higher Education teacher training [4,9,17,18,19]. Likewise, it is worth noting recent publications that have proposed systematic reviews of the literature (SLR) on all the critical production around MOOCs [3,20,21,22].
The methodological and technological revolutions of MOOCs have aroused great interest in the teaching–learning processes of foreign languages, offering various proposals in the field of online courses. L-MOOCs have provided an autonomous, open and constructive way of approaching language learning that has contributed to the effective and intercultural communicative competence required for online and open language learning [23,24,25,26]. As Díez-Arcón [20] pointed out, in the design of MOOCs for language teaching, materials such as explanatory lessons through videos, feedback between participants and content creators, automatic corrections between users are usually featured to make an L-MOOC accessible to any user [27]. Moreover, L-MOOCs provide learners with effective instruments and materials that, due to their asynchronous interaction, facilitate the practice of different language skills [28].
The first L-MOOCs, understood as “online second language courses with unrestricted access and potentially unlimited participation” [29], appeared in 2012. The University of Alicante has participated in the design of “XarxaMOOC: Introducción al llenguatge d’specialitat en les Universitats de llengua catalana” (Introduction to Language of Specialty in Catalan-speaking Universities), launched in 2013 [30], as well as in the generation of open digital materials for the learning of English, German and Spanish through the COMALAT project (Competence Oriented Multilingual Adaptive Language Assessment and Training System): https://web.csidiomas.ua.es/comalat/index.asp (accessed on 23 April 2023) [31].
In contrast to some training models of other disciplines, “L-MOOCs have the added difficulty that the means of communication and the object of learning are the same: the foreign language” [29] (p. 14). The evolution of L-MOOCs and the growing interest in them [32,33] have played a significant role in the transformation of foreign language teaching approaches, promoting new educational scenarios that naturally help the transition from more traditional approaches to more communicative approaches. The strength of L-MOOCs, as pointed out by Martín-Monje [34], resides in not “being based only on knowledge about rules or aspects that are acquired by passive transfer, but by having the communicative act as an end, they develop all language skills and language communicative skills” (p. 262). They have the particularity of knowing how to adapt to such needs and offer materials based on language skills that can be adapted to the preferences of students and repurposed by their tutors.
In our research, it has also been essential to cover the concept of Open Educational Resources (OERs) [35,36,37], since our study goes beyond the validation of the L-MOOC and leads us to reflect on open learning, the educational value of online learning resources and the development of digital activities in language learning [38]. Furthermore, OERs can be considered part of a broader trend towards openness in Higher Education based on the philosophy that knowledge should be available on the Internet for everyone [39].
MOOC2move is based on the use of real academic Spanish materials and a variety of language activities such as closed-response activities, some listening and reading comprehension and writing of short texts through participation in forums [40], where the researchers played the role of facilitators. The collaboration of Spanish students in this process, which is considered the focus of our quantitative analysis, was also central to improving the conversation within the sections of the L-MOOC itself.
The concept of Open Educational Resources was defined by UNESCO at the first OER World Forum in 2012 as “any type of educational materials that are in the public domain or are introduced under an open license” [41]. The nature of these open materials allows them to be copied freely and legally, used, adapted and shared again. Among the OERs are textbooks, study programs, notes, homework, exams, projects, audio, video and animation [42]. During the last decade, these open resources have become essential tools in Higher Education, reaching great development as specified in the recommendations on OER of the XL General Conference of UNESCO [43]. At this conference, the different educational institutions are encouraged to take advantage of open standards and repositories to ensure that OERs can be easily found, accessed, used, adapted and redistributed.
The “Open Content” organization proposes these “5 Rs” that OERs must consider https://opencontent.org/definition/ (accessed on 23 April 2023):
(a)
Retain—make, own and control a copy of the resource (e.g., download and keep your own copy);
(b)
Revise—edit, adapt and modify your copy of the resource (e.g., translate into another language);
(c)
Remix—combine your original or revised copy of the resource with other existing materials to create something new (e.g., make a mashup);
(d)
Reuse—use your original, revised or remixed copy of the resource publicly (e.g., on a website, in a presentation or in a class);
(e)
Redistribute—share copies of your original, revised or remixed copy of the resource with others (e.g., post a copy online or give one to a friend).
The digital transformation that is currently taking place in our society demands new tools in language teaching. In addition, a dynamic and systematic publication of open materials online will allow the creation of significant digital repositories that can benefit our teaching and research practises.
Between 2018 and 2021, the University of Alicante participated in the design and validation of the L-MOOC entitled Learn Academic Spanish designed by the Open University with the collaboration of the University of León. It was developed in four different editions through the Future Learn platform (https://www.futurelearn.com/courses/academic-spanish/4 (accessed on 23 April 2023) within the activities of the European project MOOC2move: L-MOOCs for university students on the move (2018-1-FR01-KA203-0481): http://www.mooc2move.eu/index.php (accessed on 23 April 2023). The project encompassed three actions: the design of the Academic French L-MOOC, the design of the Academic Spanish L-MOOC and the creation of the OERs platform for both L-MOOCs. The coordinating university for the MOOC2move project was the University of Grenoble-Alpes. The University of Grenoble-Alpes with the University of Bucharest created the L-MOOC for Academic French. La Federazione Nazionale Insegnanti Centro di iniziativa per l’Europa (FENICE) was in charge of creating the project platforms to preserve the final OERs for both L-MOOCs. Among the objectives of this project, the creation of the L-MOOC focused first on academic Spanish materials [44], and in second place, these contents were converted into Open Educational Resources [45] that could be used in different disciplines for teaching and learning Spanish [46]. The scope of this project coincided with the most complicated years of the pandemic, with the development of online teaching and, later, in a hybrid or dual mode. Therefore, these open resources were used in an “emergency” online teaching situation [47].
The contents and interaction dynamics of the aforementioned L-MOOC became an appropriate tool for the new learning situations. The validation process included the participation of the Faculty of Education students as beta students that allowed the evaluation of the second edition of the course, which let us include improvements in the two subsequent editions.
The objectives of this research are (a) to validate the L-MOOC through a quantitative analysis on the participation of Spanish students, (b) to show the adaptation of the L-MOOC as OERs and (c) to improve students’ communicative competence through L-MOOC activities. The validation process of the L-MOOC consisted in three stages: first, the participation in the MOOC of Spanish students; second, the analysis of the forums; and third, the analysis of the responses of the Spanish students (n. 345) of the Faculty of Education of the University of Alicante to two questionnaires carried out in October 2020 during the second edition of the course. The pretest centred on students’ prior knowledge about the possibilities of the Internet for language learning and the concepts of MOOCs and OERs. The retest focused on the learning acquired after completing the L-MOOC and the importance of practicing academic Spanish in Higher Education.

2. Materials and Methods

This study was based on a survey-type study and the quantitative cross-sectional experimental test–retest reliability methodology [48,49]. Mixed questionnaires, designed for this specific purpose, were utilised in relation to the components related to open language learning; the concepts of Open Access, MOOCs and OERs and digital tools for language learning, specifically Spanish. Two different instruments were designed, one prior to the didactic intervention, based on the completion of the L-MOOC Learn Academic Spanish, and another subsequent to it, which content was validated by experts from Spanish public universities (University of Almería and the University of León) and a foreign one (Open University, UK) following the experts panel method. This method is based on consulting scholars who have extensive knowledge in relation to the research topic [10,50], as well as on the type of context in which the study is intended to be implemented.

2.1. L-MOOC Learn Academic Spanish

This L-MOOC was designed by the Open University and lasted six weeks, corresponding to six units (Table 1). It had 42 texts focused on academic language, 19 activities, 21 discussion forums and 22 downloadable videos with their transcriptions, some of them produced at the University of Alicante. All these materials were licensed under a Creative Commons CC BY-NC open license. In the following table, we can observe the contents distribution.
The four editions of the L-MOOC were developed on the Future Learn platform, with the design and direction of Mara Fuertes Gutiérrez [50], Zsuzsanna Bárkányi, Anna Comas Quinn [38] and Bárbara Conde-Gafaro from the Open University and José Rovira-Collado and Mónica Ruiz-Bañuls [46] from the University of Alicante as course tutors.
For the analysis, correction and validation of the course (Figure 1), the second edition was used https://www.futurelearn.com/courses/academic-spanish/2 (accessed on 23 April 2023), which was available between October and December 2020, with a total of 678 people enrolled from 35 different countries. About half (345) of them were Spanish university students who carried out the evaluation and validation process in this research.

Questionnaires

Two questionnaires were used, one prior to the implementation of the intervention (pretest or Pre) and the other after it (retest or Re). The pretest instrument consisted of 21 items plus four sociodemographic questions, of which 14 items were measured on a five-point Likert scale (1, Totally disagree: The concept does not sound familiar to you, and you are not able to give an answer. You do not know anything about this topic—and 5, Strongly agree: If your answer is yes with certainty and you are able to write an answer. You have experience with the concept.), and the remaining 7 qualitative items complemented some of these open-ended questions. The items were organised into three study dimensions: (1) sociodemographic characteristics (items I–IV), (2) “Internet learning” (items 1–8) and (3) “Language learning and academic Spanish” (items 9–14).
The retest instrument was made up of 27 items, also measured on a five-point Likert scale; there were 15 of them, together with 12 open-response items, plus 5 initial personal data items, which were structured into four analysis dimensions: (1) sociodemographic characteristics (items I–V); (2) "Internet learning, digital tools and resources" (items 1–9); (3) “Language learning and academic Spanish. Concepts about language learning and teaching” (items 10–15) and (4) "My learning in the MOOC" (items 16–18). In order to verify the reliability of the questionnaire, Cronbach’s alpha coefficient was calculated. The result obtained (α = 0.859) confirmed the high and adequate internal consistency of the instrument for our study.

2.2. Participants

Regarding the context and participants, the selection procedure was carried out through non-probability sampling (which means availability or convenience sampling). The 345 participants in this study were students of the subject “Teaching reading and writing” from the last year of the Degree in Primary Education Teaching of the University of Alicante (Alicante, Spain) during the academic year 2020–2021, with an age range between 21 and 45. Regarding the representativeness of the sample and taking into account the total number of students enrolled in the course (n = 378), the percentage of participation achieved a confidence interval of 99% and a margin of error of 5%. The total number of participants (n = 345) was considered a representative number that was achieved to issue general and not partial conclusions about the case studied. Regarding the sociodemographic characteristics (gender and age), the participating sample was made up of 106 men (30.7%; n = 106) and 239 women (69.3%; n = 239). In relation to age, the distribution materialised as 74.5% between 18 and 22 years (n = 257), 21.5% between 23 and 30 years old (n = 74), 2.8% between 31 and 40 years old (n = 10) and 1.2% over 40 years old (n = 4).

2.3. Procedure

The research followed a strategy typical of experimental research, with different groups selected by available or convenience sampling. The research instruments (questionnaires) were administered to the entire sample (n = 345) through two Google Forms questionnaires. The first questionnaire was launched on October 10, 2020, just before the launch of the second edition of the analysed L-MOOC. Although the L-MOOC lasted 6 weeks, the second questionnaire was launched on 26 October to coincide with the end of the class period of the subject.
At that time, the teaching situation at the University of Alicante was hybrid, because part of the student body attended class in person and a large part connected from home, so the L-MOOC and the distribution of the forms were appropriate to the situation, improving the expectations of students towards this type of course [51]. The use of this MOOC within the contents of a university degree followed previous implementation models [52,53,54] as a blended learning activity [55] and was adjusted to the teaching requirements of our university due to the COVID-19 pandemic.
Although the questionnaires requested personal information from the students, they received notices about privacy respect and preservation of the anonymity of the participants as those responsible for the data were responsible for MOOC2move in Alicante, a project that met all the ethical requirements for educational research. For students’ participation, protocols of the Ethics Commission of the University of Alicante (UA-2021-03-08) were followed. Both questionnaires explained the whole process, and students could refuse to take the test if they did not want to, agreeing to participate freely and signing an informed consent form. All data were treated anonymously.
In order to respond to the research objectives, a quantitative analysis was carried out, using the statistical program Statistical Package for Social Sciences (SPSS Statistics), version 25 for Windows as a tool. In the first place, with the intention of responding to the objectives of this research, the Student’s parametric statistical test for related samples was implemented at two different times (10 and 26 October). The first test can be found at https://forms.gle/73k3d8PF4cWTpodKA (accessed on 23 April 2023). This parametric test was chosen because the data met the requirements of normal distribution and the homogeneity of variances, as they were interval variables and had a representative sample of the population analysed (n = 345). This test made it possible to assess the knowledge of the participants about language learning on the Internet, L-MOOCs and OERs before and after the intervention. Secondly, as a correlational study, inferential statistics were used through the calculation of the correlation coefficients. Specifically, in this research, a Pearson correlation study was carried out to analyse the direction or type of the relationship between the variables collected with the instruments used (positive or negative), as well as the intensity of the previously mentioned relationship (high, low or null), in addition to statistical significance (r), to interpret the results.
All these analyses allowed the authors to reach conclusions about the relevance of this type of methodological and technological resource such as L-MOOCs, generating a significant learning improvement for the Spanish students of the Teaching reading and writing subject. Additionally, they allowed a positive assessment of the functionality of MOOC courses for the development of interdisciplinary learning, because the methodology of the L-MOOC itself [56,57] was focused on using Spanish in different university subjects. Finally, we could examine the degree of motivation [46] of the students linked to their academic performance after implementing this type of proposal with MOOCs in the classroom, which, in turn, promoted the improvement of the teaching–learning process of Spanish as a foreign language. The participants in the research were not the target audience of MOOC2move, originally designed to improve the academic communication of foreign students who come to study at Spanish universities [58,59]. International students participated in MOOC, but the two tests were online for Spanish students. The interests of Spanish students to improve their academic Spanish supported the project.

3. Results

3.1. Learning Developed through the L-MOOC

First, we show the evolution of learning through the Student’s t-test to relate to both samples.
The results (Table 2) of the t-test for related samples showed that there were significant differences in the statistical results obtained before and after the intervention. In this sense, the greatest significant differences were observed in item 2 of the pretest: “I know the digital concept of Open Access/Open Access and I understand its meaning” and in item 5 of the retest: “I know what Open Access/Access Open means” (t ( 313) = −6.018, p = 0.000), in the results obtained before (M = 2.89) and after (M = 4.93) carrying out the MOOC and in the data related to the knowledge of the participating samples about Open Access contents. In the same way, between item Pre5 “I know the concept of MOOC and I understand its meaning” and item Re6 “I know the concept of MOOC and understand its meaning” (t (313) = −19.380, p = 0.000) in the results obtained before (M = 2.50) and after (M = 4.22), we could see that a large part of the students had never taken a course of this type and our practice would allow them to experiment with many other MOOCs.
While the differences in the participants’ responses were less important between items Pre9 “Learning foreign languages is important for my professional career” and Pre10 “Learning languages is important for my professional development” (t (313) = −2.641, p = 0.010) before (M = 4.81) and (M = 4.89) after the course. Something similar happened with the results obtained in the responses to items Pre14 “Writing academic papers in Spanish/foreign languages is very important for my professional future” and Re14 “Writing academic texts in Spanish/foreign languages is very important for my professional future” (t (313) = 2.971, p = 0.009), with more answers less close to the “Agree” option of the Likert scale used in the retest (M = 4.47) compared to the pretest (M = 4.27).

3.2. Correlation between Variables of Both Questionnaires

Secondly, with the intention of analysing the relationship between the response values obtained in the pretest and retest questionnaires, the Pearson correlation inferential statistic was found in three tables grouping bivariate intercorrelations. Thus, (Table 3) shows the correlation of items 1, 2 and 3 of the pretest questionnaire with items 1, 5 and 2 of the retest questionnaire, which are almost identical (Re1. Internet is a useful tool for learning.; Re5. I know what Open Access means; Re2. I take advantage of all the Internet options for learning) and in which their knowledge about the possibilities of the Internet for learning, Open Access and self-perception of whether they use all its possibilities are analysed. The results reported a low relationship between the answers given by the participants in the pretest and in the retest in relation to the question about the value of the Internet as a learning tool and the knowledge of the Open Access concept, as well as their self-perception in relation to the use of the Internet to learn (Table 4).
Although these were low-intensity correlations (r ≤ 0.163), this correlation was positive at least between items 1 and 2 of the pretest with items 1 and 5 of the retest analysed. On the contrary, item 3 of the pretest: "I consider that I take advantage of all the possibilities of the Internet for learning" presented a negative correlation with all the retest items studied (Re1 r = −0.121; Re5 r = −0.022 and Re2 r = −0.067). This means that, while the participants previously recognised the value of the Internet as a resource for learning and were able to understand the meaning of Open Access concepts, with little difference, their positive self-perception regarding the use of the Internet to learn decreased. The participating students were aware of the possibilities of the Internet, but at the end of the MOOC, they realised that there were many more tools that they had not been previously aware of, such as Future learn or aprenderespanol.org.
On the other hand, Table 3 showed the correlations between the pretest variables 5, 6, 7 and 9 and retest 6, 7, 8 and 10 (Re6. I know the concept of MOOC and understand its meaning.; Re7. I know the concept of L-MOOC and understand its meaning; Re8. In my experience, MOOCs and L-MOOCs have helped me in my learning; Re10. Learning languages is important for my professional development), where the level of knowledge of the sample regarding the MOOC and L-MOOC acronyms were analysed, as well as their value as resources for general learning and language learning.
The results (Table 4) showed a high positive relationship when comparing the pre-test items related to knowledge of the MOOC (Pre5) and L-MOOC (Pre6) courses and their importance for improving learning (Pre7) (r ≥ 0.468). On the contrary, a negative correlation of these items with foreign language learning was found (Pre9, r = −0.093). This might be due to the research participants’ lack of knowledge of the possibility of learning languages through MOOCs and L-MOOCs. Likewise, a strong positive correlation was observed between the retest items among themselves (Re6, Re7, Re8 and Re10, r ≥ 0.531). Such values were indicative that, after the intervention of this L-MOOC implemented in the classroom, the students recognised its importance as a resource for improving language learning, the central objective of our research.

3.3. Qualitative Analysis on Linguistic Applications

Among the open questions, in the retest, there were three questions about digital tools to improve communication skills in the university environment (Re10b,11b and 12b). Next, we collected the data from question 4b of the retest: “If you answered positively in 4, indicate the name of three digital tools to improve communicative competence.” To work on this open question, EXCEL was used to create the word cloud and, later, WordArt for the design. Terms that appeared more times were highlighted. This was an optional response to which 292 participants responded (Figure 2).
The digital applications Duolingo and Babbel were the most frequent, as they were in the previous questions of the pretest, as well as WordReference. Busuu, Memrise or Hinative were also outstanding linguistic applications [60]. Quizlet is not exactly a language app, but it does offer many educational resources. The term MOOC, BBC resources or other audiovisual content platforms such as YouTube or Netflix also appeared.

3.4. Adaptation of the L-MOOC to OERs

The six L-MOOC units and all their activities resulted in twelve documents called ”scenarios”. Every scenerario could work independently, in different educational situations, with a level of Spanish between B1 and C1, that are available on the project website (Figure 3).
During the delivery of the four editions of the L-MOOC, a continuous process of formative evaluation was carried out. During this process, the materials were improved, new resources were generated and some activities were discarded due to the difficulties generated in the different editions. The forums and surveys of the L-MOOC were used to find out which resources were the most appropriate and which ones presented comprehension and development problems. Once the four editions finished, the teams from the different universities carried out the transformation of the content into OERs. The open resources within the L-MOOC were selected, and others were published, such as videos of academic Spanish lessons, within the repositories of the Open University and the University of Alicante. Due to the fact that there will not be another tutored edition of the L-MOOC Learn Academic Spanish, the six units were converted into twelve “learning scenarios”. Each scenario can be used in combination with the other materials to replicate the entire course or independently. Furthermore, in each scenario, specific content and language skills are specified in two separate documents: one for the teacher, with instructions to take it to class, and another for the autonomous learning of a student, who can use the resources created in the L-MOOC to practise Spanish at the university. Furthermore, as an example, we collected the final version of Scenario 12 (see Appendix A) about Spanish-American literature and ELE, with a summary of the OERs materials created for the L-MOOC Learn academic Spanish that expanded the contents of the project.
Each scenario of the L-MOOC offers both readings and audiovisual materials that are appropriate for a Spanish language class, often focused on the development of its academic variant. It also includes a file for students and another for teachers who wish to implement these materials in their Spanish classes or for other Spanish language learning situations. The twelve scenarios include 47 videos and activities, adapted from MOOC2move or as their own creation, generated from materials available on the Internet and in Supplementary Materials. These OERs are available on the project website: http://www.mooc2move.eu/oer.php (accessed on 23 April 2023) divided into scenarios that can be used independently, as previously stated http://www.mooc2move.eu/scenario.php and videos http://www.mooc2move.eu/oer.php?q=video (accessed on 23 April 2023).

4. Conclusions

Both the students’ results during the L-MOOC and those obtained by our experimentation showed adequate significance, so we can consider that the learning results were relevant to our project. The items analysed demonstrated this experience can serve as a validation for subsequent editions of the L-MOOC. As it has been previously pointed out, the various materials resulting from the MOOC2move project became OERs [61] extending opportunities in Higher Education for knowledge and learning thanks to tools available on the net for free. This transformation was carried out at the end of 2020 in a hybrid teaching process, where we had to take advantage of the different online teaching materials and dynamics that had been developed in the previous months to overcome the confinement situation [62]. Open resources such as appropriate materials for mobile devices [63] are highly effective realities in teacher training to improve communicative competence.
The MOOC2move project had a precedent experience in the Move-me Project [64], which also involved, among other institutions, the Open University and FENICE for the design of two similar L-MOOCs in English and Italian. Subsequently, FENICE, together with other universities, designed another L-MOOC called Romance languages for Slavic-speaking university students (L-MOOC4Slav) https://www.lmooc4slav.eu/ (accessed on 23 April 2023). All these projects have a similar structure. That is experimenting with language MOOCs for university students on the move, which are then transformed into OERs. In this respect, we can highlight three specific results. Firstly, a corpus of OERs with linguistic contents for academic mobility was generated, as these materials can also be used by university teachers for academic stays who want to practise the target language. Secondly, the project proposed a model of validating and preserving MOOCs by integrating them into university courses [10,45,52,61]). Finally, the training of university students using open contents was improved. In this case, the students of the Faculty of Education are L-MOOCs students, but they will also be able to create their own open resources in the future.
It is evident that digital technologies offer numerous possibilities for language learning [65], as well as new ways for Higher Education institutions to create innovative approaches and share materials openly, thus improving the teaching process and 21st century learning [23,66,67]. Teaching and learning tools and platforms such as OERs and MOOCs are two resources that, due to their pedagogical potential, bring us closer to new educational practices that restructure, adapt and develop learning systems different from the ones that they have prevailed upon up to now. L-MOOCs, along with OERs, continue to be a trend in open learning [33]. For this reason, in our research, we considered from the beginning to open the contents of the L-MOOC Learn Academic Spanish as OERs; the resources used in its four editions can be relevant materials in the experience of learning Spanish for academic purposes. The Open University team has adapted the course on its Open Learn Create Platform: https://www.open.edu/openlearncreate/course/view.php?id=3906 (accessed on 23 April 2023), and it has also been published on the University of Alicante website: https://web.ua.es/es/mooc2move/ (accessed on 23 April 2023) [68], offering a repository of educational content with unlimited open access. The course represents an open, sustainable and pedagogical training tool in first and second languages, enduring and confirming, in this way, that the innovative and creative pedagogical strategies of MOOCs and L-MOOCs [69,70] are still valid today. It also offers a great diversity of combinations and possibilities that, due to their didactic potential, allow us to continue qualifying them as a transformative model of Higher Education [71,72].

Supplementary Materials

The following supporting information can be downloaded at http://www.mooc2move.eu/scenario.php (OER) and http://www.mooc2move.eu/oer.php?q=video (VIDEOS).

Author Contributions

Conceptualization, J.R.-C. and M.R.-B.; methodology, J.R.-C.; validation, M.R.-B. and C.M.-G.; formal analysis, M.R.-B.; investigation, J.R.-C.; M.R.-B. and C.M.-G.; data curation, M.R.-B.; writing—original draft preparation, J.R.-C. and M.R.-B.; writing—review and editing, M.R.-B. and C.M.-G.; funding acquisition, J.R.-C. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by European Commission, grant number 2018-1-FR01-KA203-0481.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Ethic Committee of the University of Alicante (protocol code UA-2021-03-08; 28/06/2021).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Not applicable.

Acknowledgments

This research is on the L-MOOCs for university students on the move. (MOOC2move) Erasmus + Strategic Partnerships for higher education Convention n°2018-1-FR01-KA203-048165 http://www.mooc2move.eu/.

Conflicts of Interest

The authors declare no conflict of interest.

Appendix A

Table
Table A1. Scenario 12. OERs version 1 for MOOC2move. Source: the authors.
Table A1. Scenario 12. OERs version 1 for MOOC2move. Source: the authors.
E12. Spanish American Literature and ELE. Student Sheet
ESCENARIO 12
LITERATURA HISPANOAMERICANA Y ELE		Education 13 00655 i001
Enlace a la plataforma Mooc2move: http://www.mooc2move.eu/oer.php (accessed on 23 April 2023)
Tema/Tópico: Metalenguaje literario: recursos para estudiar la literatura hispanoamericanaNivel: B2/C1
Breve descripción: Se ofrecen algunos recursos para conocer la literatura hispanoamericana. Además, encontramos materiales audiovisuales sobre el uso de las TIC para el aprendizaje de lengua y literatura.
Competencias: CO, CE, EE, EODuración: 120 minutos
Palabras Clave: Literatura Hispanoamericana, Poesía, Biblioteca Virtual, TIC
Objetivos:
  • Conocer recursos específicos para leer Literatura Hispanoamericana.
  • Visitar y conocer el material audiovisual del Centro de Estudios Literarios Iberoamericanos Mario Benedetti.
  • Seguir una entrevista con una escritora mexicana.
  • Seguir una mesa redonda con docentes de lengua española.
Materiales/Recursos
Desarrollo de la Actividad/Tarea/Recurso
  • Etapa 1: Vídeo 12.1: “Hagamos un trato” de Mario Benedetti y responder a las preguntas. Visitar la Biblioteca de Autor en la Biblioteca Cervantes Virtual.
  • Etapa 2: Lectura del artículo 12.2 “Cinco encuentros a través de Mario Benedetti” y visitar la web del Centro de Estudios Literarios Iberoamericanos Mario Benedetti y su canal de Youtube.
  • Etapa 3: Ver vídeos 12.3 “Una autora nos introduce en su mundo” y Vídeo 12.4 “Encuentro con la escritora Cecilia Eudave y buscar información sobre la autora.
  • Etapa 4: Vídeos 12.5 “Mesa redonda enseñanza literatura y TIC”, 12.6 “Uso de Internet para enseñanza literatura” y 12.7 “Literatura y TIC” y visitar las webs de los profesores participantes.
  • Etapa 5: Ver Vídeo 12.8 “Vídeo Despedida. Aprende español académico” con las coordinadoras del curso Zsuzsanna Bárkányi y Mara Fuertes y el vídeo 12.9 “MOOC2MOVE Redes InnovaesTIC 2021” José Rovira-Collado y resume tu experiencia con los materiales MOOC2move vistos en los 12 escenarios.
Apoyo para realizar la tarea
Para saber más
-
Artículo sobre un autor latinoamericano:
-
Revista América sin nombre de la Universidad de Alicante https://americasinnombre.ua.es/ (accessed on 23 April 2023).
-
Artículo sobre uso de TIC para el aprendizaje de la literatura:
  • Hernández Ortega, J., y Rovira-Collado, J. (2020). Diseño de proyectos transmedia para la Educación Literaria en el aula de Educación Secundaria. Revista De Estudios Socioeducativos. ReSed, (8), 80–98. https://revistas.uca.es/index.php/ReSed/article/view/5633 (accessed on 23 April 2023)

References

  1. Fernández-Ferrer, M. Democratizando la educación a nivel mundial: ¿ficción o realidad? El Papel de los cursos en línea masivos y Abiertos. Profr. Rev. Currículum Form. Profr. 2017, 21, 445–461. [Google Scholar] [CrossRef]
  2. Aguaded, I. The MOOC revolution: A new form of education from the technological paradigm? Comunicar 2013, 41, 7–8. [Google Scholar] [CrossRef] [Green Version]
  3. Ruiz-Palmero, J.; López-Álvarez, D.; Sánchez-Rivas, E. Revisión de la producción científica sobre MOOC entre 2016 y 2019 a través de SCOPUS. Píxel-Bit 2021, 60, 95–105. [Google Scholar] [CrossRef]
  4. Yuan, L.; Powell, S. MOOCs and Open Education: Implications for Higher Education; JISC CETIS: Glasgow, UK, 2013. [Google Scholar]
  5. Reinders, H.; Jitpaisarnwattana, N.; Darasawang, P. LMOOCs: An expanding field. Technol. Lang. Teach. Learn. 2019, 1, 21–32. [Google Scholar] [CrossRef] [Green Version]
  6. Amado, C.; Dorotea, N.; Pedro, A.; Piedade, J. MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal. Educ. Sci. 2022, 12, 308. [Google Scholar] [CrossRef]
  7. Bournissen, J.M.; Tumino, M.C.; Carrión, F. MOOC: Evaluación de la calidad y medición de la motivación percibida. IJERI Int. J. Educ. Res. Innov. 2019, 11, 18–32. [Google Scholar]
  8. Cabero, J.; Serrano, M.; Palacios, A.; Llorente, C. El alumnado universitario como evaluador de materiales educativos en formato t-MOOC para el desarrollo de la Competencia Digital Docente según DigCompEdu. Comparación con juicio de expertos. Edutec. Rev. Electrónica Tecnol. Educ. 2022, 81, 1–17. [Google Scholar]
  9. Roig-Vila, R.; Mengual-Andrés, S.; Suárez-Guerrero, C. Evaluación de la calidad pedagógica de los MOOC. Profr. Rev. Currículum Form. Profr. 2014, 18, 27–41. [Google Scholar]
  10. Arias-Gago, A.R.; Ferreira, C.; Vidal, J. Propuesta de estudio: Indicadores de calidad y abandono en MOOCs. MOOC2move Proc. 2020, 1, 1–12. Available online: https://hal.archives-ouvertes.fr/M2M/hal-02849214 (accessed on 23 April 2023).
  11. Utunen, H.; George, R.; Ndiaye, N.; Attias, M.; Piroux, C.; Gamhewage, G. Responding to Global Learning Needs during a Pandemic: An Analysis of the Trends in Platform Use and Incidence of COVID-19. Educ. Sci. 2020, 10, 345. [Google Scholar] [CrossRef]
  12. Barak, M.; Watted, A.; Haick, H. Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Comput. Educ. 2016, 94, 49–60. [Google Scholar] [CrossRef] [Green Version]
  13. Callejo, J.; Agudo, Y. MOOC: Valoración de un futuro. RIED Rev. Iberoam. Educ. Distancia 2018, 21, 219–241. [Google Scholar] [CrossRef]
  14. Ortega-Sánchez, D.; Gómez-Trigueros, I.M. Las WebQuests y los MOOCs en la enseñanza de las Ciencias Sociales y la formación del profesorado de Educación Primaria. Rev. Electrón. Interuniv. Form. Profr. 2017, 20, 205–220. [Google Scholar] [CrossRef] [Green Version]
  15. Fernández-Ferrer, M. Revisión crítica de los MOOC: Pistas para su futuro en el marco de la educación en línea. Rev. Docencia Univ. 2019, 17, 73–88. [Google Scholar] [CrossRef] [Green Version]
  16. Labra, I.S.; Peña, I.S. Utilización de MOOCs en la formación docente: Ventajas, desventajas y peligros. Profr. Rev. Currículum Form. Profr. 2014, 18, 155–166. [Google Scholar]
  17. Aguaded, J.I.; Vázquez-Cano, E.; López-Meneses, E. El impacto bibliométrico del movimiento MOOC en la Comunidad Científica Española. Educ. XX1 2016, 19, 77–104. [Google Scholar] [CrossRef] [Green Version]
  18. Ossiannilsson, E.; Altinay, F.; Altinay, Z. MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas. Educ. Sci. 2016, 6, 25. [Google Scholar] [CrossRef]
  19. Duart, J.M.; Roig-Vila, R.; Mengual-Andrés, S.; Maseda, M.Á. La calidad pedagógica de los MOOC a partir de la revisión sistemática de las publicaciones JCR y Scopus (2013–2015). Rev. Española Pedagog. 2018, 266, 29–46. [Google Scholar] [CrossRef]
  20. Díez-Arcón, P. Perfiles del participante en LMOOC: Análisis bibliográfico y estudio de caso. Bellaterra J. Teach. Learn. Lang. Lit. 2021, 14, 979–989. [Google Scholar] [CrossRef]
  21. Orozco, G.H.; Humanante, P.R.; Jiménez, C.N. Evolución e importancia de los MOOC en los procesos de formación académica: Una revisión sistemática de la literatura. Rev. Espac. 2020, 41, 12–18. [Google Scholar]
  22. Zhu, M.; Sari, A.R.; Lee, M.M. A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educ. Technol. Res. Dev. 2020, 68, 1685–1710. [Google Scholar] [CrossRef]
  23. Chong, S.W.; Reinders, H. Technology-mediated task-based language teaching: A qualitative research synthesis. Lang. Learn. Technol. 2020, 24, 70–86. Available online: http://hdl.handle.net/10125/44739 (accessed on 23 April 2023).
  24. Chong, S.W.; Khan, M.A.; Reinders, H. A critical review of design features of LMOOCs. Comput. Assist. Lang. Learn. 2022, 2, 1–21. [Google Scholar] [CrossRef]
  25. Miyazoe, T. How does an LMOOC work. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education; Association for the Advancement of Computing in Education: Waynesville, NC, USA, 2017; pp. 638–643. [Google Scholar]
  26. Qian, K.; Bax, S. Beyond the Language Classroom: Researching MOOCs and Other Innovations; Research-Publishing.Net: London, UK, 2017. [Google Scholar]
  27. Borthwick, K. Treasuring and preserving languages: How the inclusive design in MOOCs might help. In Innovative Language Teaching and Learning at University: Treasuring Languages; Plutino, A., Borthwick, K., Corradini, E., Eds.; Research-Publishing.Net: London, UK, 2010; pp. 5–12. [Google Scholar] [CrossRef]
  28. Beaven, T.; Codreanu, T.; Creuzé, A. Motivation in a language MOOC: Issues for course designers. In Language MOOCs: Providing Learning, Transcending Boundaries; Martín-Monje, E., Bárcenas, E., Eds.; De Gruyter Open: Berlin, Germany, 2014; pp. 48–66. [Google Scholar]
  29. Martín-Monje, E.; Bárcena, E. Language MOOCs. Providing Learning, Transcending Boundaries; De Gruyter Open: Berlin, Germany, 2014. [Google Scholar]
  30. Rovira-Collado, J.; Escolano, R.; Baile López, E.; Leal-Rivas, N. Seis años de XARXAMOOC. Del primer MOOC lingüístico en catalán al aprovechamiento de sus contenidos audiovisuales como REA. MOOC2move Proc. 2020, 1–14. Available online: https://hal.archives-ouvertes.fr/M2M/hal-02861882 (accessed on 23 April 2023).
  31. Mateo-Guillén, C. Learning Languages through Computer-assisted Language Learning (CALL) and Mobile-assisted Language Learning (MALL): The real case of COMALAT project. In Tecnología, Innovación e Investigación en los Procesos de Enseñanza-Aprendizaje; Roig-Vila, R., Ed.; Octaedro: Barcelona, Spain, 2016; pp. 876–884. Available online: http://rua.ua.es/dspace/handle/10045/61857 (accessed on 23 April 2023).
  32. Díez-Arcón, P.; Martín-Monje, E. The coming of age of LMOOC research. A systematic review (2019-21). Innov. Lang. Learn. Teach. 2022, 17, 535–551. [Google Scholar] [CrossRef]
  33. Sallam, M.H.; Martín-Monje, E.; Li, Y. Research trends in language MOOC studies: A systematic review of the published literature (2012–2018). Comput. Assist. Lang. Learn. 2020, 35, 764–791. [Google Scholar] [CrossRef]
  34. Martín-Monje, E.; Castrillo, M.D.; Mañana-Rodríguez, J. Understanding online inter- action in language MOOCs through learning analytics. Comput. Assist. Lang. Learn. 2018, 31, 251–272. [Google Scholar] [CrossRef]
  35. Comas-Quinn, A. Recursos Educativos Abiertos para la enseñanza de lenguas. MarcoELE 2011, 13. Available online: http://marcoele.com/descargas/13/-londres-comas.pdf (accessed on 23 April 2023).
  36. Wiley, D.; Bliss, T.J.; McEwen, M. Open Educational Resources: A review of the Literature. In Handbook of Research on Educational Communications and Technology; Spector, J.M., Ed.; Springer: Berlin/Heidelberg, Germany, 2014; pp. 781–789. [Google Scholar]
  37. Camilleri, A.F.; Ehlers, U.; Pawlowski, J. State of the Art Review of Quality Issues Related to Open Educational Resources (OER); Publications Office of the European Union: Luxemburg, 2014. [Google Scholar]
  38. Comas-Quinn, A.; Borthwick, K. Sharing: Open Educational Resources for Language Teachers. In Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices; Hampel, R., Stickler, U., Eds.; Palgrave: London, UK, 2015; pp. 96–112. [Google Scholar]
  39. Annand, D. Developing Incentives for the Use of Open Educational Resources in Higher Education. In Advances in Higher Education; Domenech, J., Lloret, J., Vincent-Vela, M.C., Poza, E., De la Zuriaga, E., Eds.; Universidad Politécnica: Valencia, Spain, 2016; pp. 167–176. [Google Scholar]
  40. O′Riordan, T.; Millard, D.; Schulz, J. Is critical thinking happening? Testing content analysis schemes applied to MOOC discussion forums. Comput. Appl. Eng. Educ. 2021, 29, 690–709. [Google Scholar] [CrossRef]
  41. Unesco. Paris OER Declaration. 2012. Available online: https://en.unesco.org/oer/paris-declaration (accessed on 23 April 2023).
  42. Unesco. Draft Recommendation on Open Educational Resources. 2019. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000370936 (accessed on 23 April 2023).
  43. Santos-Hermosa, G.; Estupinyà, E.; Nonó, B.; París, M.L.; Prats, J. Recursos educativos abiertos (REA) en las universidades españolas. Prof. Inf. 2020, 29, 1–19. [Google Scholar] [CrossRef]
  44. Pastor, S.; Ferreira, A. L2 Spanish Academic Discourse: New Contexts, New Methodologies. J. Span. Lang. Teach. 2018, 52, 91–101. Available online: https://www.tandfonline.com/doi/full/10.1080/23247797.2018.1538306 (accessed on 23 April 2023).
  45. Tabuenca, M.; Del Olmo-Ibáñez, M.T. Los desafíos asociados al reciclaje de materiales de un MOOC en español para el desarrollo de REA. MOOC2move Proc. 2020, 1–11. Available online: https://hal.archives-ouvertes.fr/M2M/hal-02862142 (accessed on 23 April 2023).
  46. Gómez-Trigueros, I.; Rovira-Collado, J.; Ruiz-Bañuls, M. Transformación de MOOC en REA: Rutas literarias para aprender español a través de Google Earth. MOOC2move Proc. 2020. Available online: https://hal.archives-ouvertes.fr/hal-02860276 (accessed on 23 April 2023).
  47. Giacosa, A.; Salusso, D.; Zaccone, M. Using OERs in emergency distance language learning: A case study. In Proceedings of the MOOCs, Language Learning and Mobility, Design, Integration, Reuse, Online, 9–10 April 2021; Available online: https://hal.archives-ouvertes.fr/M2M/hal-03216427 (accessed on 23 April 2023).
  48. Argibay, J.C. Muestra en investigación cuantitativa. Subj. Y Procesos Cogn. 2009, 13, 13–29. [Google Scholar]
  49. Ortega-Sánchez, D.; Gómez-Trigueros, I.M. Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development. Sustain.- Abil. 2019, 11, 578. [Google Scholar] [CrossRef] [Green Version]
  50. Rosell-Aguilar, F.; Beaven, T.; Fuertes Gutiérrez, M. Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education; Research-Publishing.Net: London, UK, 2018. [Google Scholar] [CrossRef]
  51. Roig-Vila, R.; Rioseco, M.; Belmar Mellado, M. Expectativas de estudiantes universitarios frente a sus capacidades y competencias para participar en cursos abiertos y en línea. Rev. Educ. Distancia RED 2015, 47, 1–22. Available online: https://revistas.um.es/red/article/view/242461 (accessed on 23 April 2023). [CrossRef]
  52. de Lima Guedes, K.K.; Davis, H.C.; Schulz, J. Integrating MOOCs into traditional higher education modules: A MOOC-based blend framework. Res. Learn. Technol. 2022, 30. [Google Scholar] [CrossRef]
  53. Orsini-Jones, M.; Conde Gafaro, B.; Altamimi, S. Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students’ beliefs with a MOOC blend. In Beyond the Language Classroom: Researching MOOCs and Other Innovations; Kan, Q., Bax, S., Eds.; Research-Publishing.Net: London, UK, 2017; pp. 71–83. [Google Scholar] [CrossRef] [Green Version]
  54. Pérez-Sanagustín, M.; Hilliger, I.; Alario-Hoyos, C.; Kloos, C.D.; Rayyan, S. H-MOOC framework: Reusing MOOCs for hybrid education. J. Comput. High. Educ. 2017, 29, 47–64. [Google Scholar] [CrossRef] [Green Version]
  55. Albó, L.; Hernández-Leo, D. Blended learning with MOOCs: Towards supporting the learning design process. In Proceedings of the Online, Open and Flexible Higher Education Conference, Rome, Italy, 19–21 October 2016; pp. 578–588. Available online: http://hdl.handle.net/10230/27478 (accessed on 23 April 2023).
  56. Carras, C.; Perret, A.C. Entre transversalité et massivité, comment définir les contenus d’un MOOC en français sur objectif universitaire? In Proceedings of the MOOCs, Language Learning and Mobility, Design, Integration, Reuse, Online, 9–10 April 2021; Available online: https://hal.archives-ouvertes.fr/M2M/hal-03203817 (accessed on 23 April 2023).
  57. Mangenot, F. Les forums dans un MOOC de langue, analyse et pistes d’amelioration. In Proceedings of the MOOCs, Language Learning and Mobility, Design, Integration, Reuse, Online, 9–10 April 2021; Available online: https://hal.archives-ouvertes.fr/M2M/hal-03207256 (accessed on 23 April 2023).
  58. Pastor, S.; Pandor, J. El choque cultural académico del alumnado estadounidense en la universidad española. Rev. Lingüística Teórica Apl. 2017, 55, 13–38. [Google Scholar] [CrossRef]
  59. Cabrera, A.F.; Elejalde, J. Hacia un perfil lingüístico-comunicativo del estudiante de Español como Lengua Extranjera para fines Académicos. Rev. Nebrija Lingüística Apl. Enseñanza Leng. 2019, 13, 145–165. [Google Scholar] [CrossRef]
  60. Rosell-Aguilar, F. State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO J. 2017, 34, 243–258. [Google Scholar] [CrossRef]
  61. Rovira-Collado, J. Propuestas didácticas plurilingües en Internet: Del L-MOOC al OER. In Le Sfide del Centro Linguistico di Ateneo. Innovazioni, Didattica e Internazionalizzazione del Sistema Universitario; Leal Rivas, N., Mirarchi, A., Eds.; Quaderni del Centro Linguistico di Ateneo–CLA, Università Federico II: Naples, Italy, 2021; pp. 35–50. [Google Scholar]
  62. Trujillo-Sáez, F. Aprender y Enseñar en Tiempos de Confinamiento; Los Libros de la Catarata: Madrid, Spain, 2020. [Google Scholar]
  63. Fernández Molina, J.; Tabuenca Cuevas, M.F. Aprendizaje móvil y aprendizaje combinado en la asignatura de AICLE en los Grados de Educación Primaria y Educación Infantil. 3C TIC. Cuad. Desarro. Apl. TIC 2019, 8, 84–101. [Google Scholar] [CrossRef]
  64. McLoughlin, L.; Magnoni, F. The Move-Me project: Reflecting on xMOOC and cMOOC structure and pedagogical implementation. In Beyond the Language Classroom: Researching MOOCs and Other Innovations; Kan, Q., Bax, S., Eds.; Research-Publishing.Net: London, UK, 2017; pp. 59–69. [Google Scholar] [CrossRef] [Green Version]
  65. Mateo-Guillen, C.; Martinez-Roig, R.; Berenguer, R. Innovations in Content and Language Teaching by integrating EdTech in the new Higher Education paradigm. In Researching New Educational Paradigms; Esteve Faubel, R.P., Iglesias Martínez, M.J., Lozano Cabezas, I., Eds.; Octaedro: Barcelona, Spain, 2021; pp. 105–115. [Google Scholar]
  66. Martinez-Roig, R.; Álvarez, C.; Mengual-Andrés, S. Preferencias hacia la futura formación online entre la juventud española a partir de su experiencia durante la pandemia: Un estudio transversal. Edutec. Rev. Electrónica Tecnol. Educ. 2022, 10, 105–121. [Google Scholar] [CrossRef]
  67. Cabero-Almenara, J.; Barroso-Osuna, J.; Palacio-Rodríguez, A.; Llorente-Cejudo, C. Evaluación de t-MOOC universitario sobre competencias digitales docentes mediante juicio de expertos según el Marco DigCompEdu. Rev. Educ. Distancia RED 2021, 21, 1–30. [Google Scholar] [CrossRef]
  68. Rovira-Collado, J.; Tabuenca, M.; Del Olmo, M.T.; Ruiz-Bañuls, M. MOOC2MOVE, MOOC y REA desde la Didáctica de lengua y literatura: De la práctica interdisciplinar a la reflexión docente. In Proceedings of the MOOCs, Language Learning and Mobility, Design, Integration, Reuse, Online, 9–10 April 2021; Available online: https://hal.archives-ouvertes.fr/M2M/hal-03223999 (accessed on 23 April 2023).
  69. Cabero, J.; Llorente, C.; Vázquez-Martínez, A. Las tipologías de MOOC: Su diseño e implicaciones educativas. Rev. Currículum Form. Profr. 2014, 18, 13–26. Available online: http://hdl.handle.net/10481/31663 (accessed on 23 April 2023).
  70. Mengual, S.; Vázquez, E.; López, E. La productividad científica sobre MOOC, aproximación bibliométrica 2012-2016 a través de SCOPUS. Rev. Iberoam. Educ. Distancia 2017, 20, 39–58. [Google Scholar] [CrossRef] [Green Version]
  71. Martín-Monje, E.; Borthwick, K. Researching massive open online courses for language teaching and learning. ReCALL 2021, 33, 107–110. [Google Scholar] [CrossRef]
  72. Zapata, M. MOOCs, una visión crítica y una alternativa complementaria: La individualización del aprendizaje y de la ayuda pedagógica. Campus Virtuales 2013, 2, 20–38. Available online: http://uajournals.com/ojs/index.php/campusvirtuales/article/view/26 (accessed on 23 April 2023).
Education 13 00655 g001 550
Figure 1. Cover of the L-MOOC. Learn Academic Spanish. Are you study in Spanish-speaking country? Improve you oral and written Spanish and your comprehension in academic contexts?
Figure 1. Cover of the L-MOOC. Learn Academic Spanish. Are you study in Spanish-speaking country? Improve you oral and written Spanish and your comprehension in academic contexts?
Education 13 00655 g001
Education 13 00655 g002 550
Figure 2. Knowledge of applications to improve communicative competence. Source: Authors’ own elaboration.
Figure 2. Knowledge of applications to improve communicative competence. Source: Authors’ own elaboration.
Education 13 00655 g002
Education 13 00655 g003 550
Figure 3. Spanish OERs in MOOC2move. A brief description: http://www.mooc2move.eu/oer.php (accessed on 23 April 2023).
Figure 3. Spanish OERs in MOOC2move. A brief description: http://www.mooc2move.eu/oer.php (accessed on 23 April 2023).
Education 13 00655 g003
Table
Table 1. MOOC2move units: learn Academic Spanish.
Table 1. MOOC2move units: learn Academic Spanish.
DU1 Your stay at the University in SpainPresentation: University life. Complete these activities to familiarise yourself with important and practical aspects for your university stay in Spain.
DU2 Make the most of your lessons!In these activities, you will become familiar with various study techniques to remember what you have learned.
DU3 Communicate at the universityIn this step, you will learn how you can memorise and learn abstract concepts with the help of concrete examples. Presentation of the videos in the classroom.
DU4 Graphs and figures in SpanishIn this step, you will learn how the visual material complements the textual material in your learning resources.
DU5 Inclusive languageIn this stage, you will know what inclusive language means and how the learning strategy called “the elaboration technique” is applied.
DU6 Oral presentationsIn this stage, you will review the effective learning strategies that you have studied in this course. Oral presentations in the classroom.
Source: OU-MOOC2move.
Table
Table 2. The t-test for the related samples.
Table 2. The t-test for the related samples.
VariableMantesMdespuésGLTp
Pre1-Re14.614.82−6.0183130.000
Pre2-Re52.894.93−11.8063130.000
Pre3-Re23.563.89−5.0563130.000
Pre5-Re62.504.22−19.3803130.000
Pre6-Re71.732.71−11.4803130.000
Pre7-Re83.324.77−9.7133130.000
Pre9-Re104.814.89−2.6463130.010
Pre13-Re133.904.42−7.4093130.000
Pre14-Re144.474.272.9713100.009
Source: Authors’ own elaboration.
Table
Table 3. Correlation between variables Pre1, 2 and 3 and Re 1, 5 and 2.
Table 3. Correlation between variables Pre1, 2 and 3 and Re 1, 5 and 2.
Pre1Pre2Pre3Re1Re5Re2
Pre110.163 **0.138 *0.116 *0.0590.007
Pre20.163 **10.0930.0610.0020.034
Pre30.138 *0.0931−0.121 *−0.022−0.067
Re10.116 *0.061−0.121 *10.182 **0.198 **
Re50.0590.002−0.0220.182 **10.128 *
Re20.0070.034−0.0670.198 **0.128 *1
* p < 0.05 and ** p < 0.01. Source: Authors’ own elaboration.
Table
Table 4. Correlation between variables Pre5, 6.7 and 9 and Re 6, 7.8 and 10.
Table 4. Correlation between variables Pre5, 6.7 and 9 and Re 6, 7.8 and 10.
Pre5Pre6Pre7Pre9Re6Re7Re8Re10
Pre510.468 **0.598 **−0.0930.0020.035−0.048−0.015
Pre60.468 **10.582 **0.0260.0020.030−0.061−0.062
Pre70.598 **0.582 **10.0530.1050.1050.010−0.032
Pre9−0.0930.0260.05310.0670.0320.0760.059
Re60.0020.0020.1050.06710.279 **0.578 **0.171 **
Re70.0350.0300.1050.0320.279 **10.531 **0.155 **
Re8−0.048−0.0610.0100.0760.578 **0.531 **10.684 **
Re10−0.015−0.062−0.0320.0590.171 **0.155 **0.684 **1
** p < 0.01. Source: Authors’ own elaboration.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Rovira-Collado, J.; Ruiz-Bañuls, M.; Mateo-Guillen, C. An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom. Educ. Sci. 2023, 13, 655. https://doi.org/10.3390/educsci13070655

AMA Style

Rovira-Collado J, Ruiz-Bañuls M, Mateo-Guillen C. An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom. Education Sciences. 2023; 13(7):655. https://doi.org/10.3390/educsci13070655

Chicago/Turabian Style

Rovira-Collado, José, Mónica Ruiz-Bañuls, and Copelia Mateo-Guillen. 2023. "An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom" Education Sciences 13, no. 7: 655. https://doi.org/10.3390/educsci13070655

APA Style

Rovira-Collado, J., Ruiz-Bañuls, M., & Mateo-Guillen, C. (2023). An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom. Education Sciences, 13(7), 655. https://doi.org/10.3390/educsci13070655

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop