Preferences and Views of School Students on the Integration of MOOCs in Performance Tasks of EFL Courses

Authors

DOI:

https://doi.org/10.56059/jl4d.v11i2.900

Keywords:

K-12, online learning, massive open online course, MOOCs

Abstract

The Covid-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students’ motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

Author Biographies

İstek Aksak Kömür, Anadolu University

İstek Aksak Kömür is an English teacher at MoNE Beylikdüzü Halil Meryem Coşkun Science and Arts Center, İstanbul, Türkiye. She received her PhD in the Department of Distance Education at Social Sciences of Anadolu University, and also graduated from Marmara University Ataturk Faculty of Education English Language Teaching. She holds a Master’s degree in creative drama in education from the University of Anadolu, Institute of Educational Sciences. She is interested in language learning and teaching, creative drama in education, child drama, blended learning, e-learning, and distance learning/education. Email: istekaksakkomur@gmail.com

Muhammet Recep Okur, Anadolu University

Muhammet Recep Okur is a Professor with the Department of Computer Education and Instructional Technology at Faculty of Education, Anadolu University, Eskişehir, Türkiye. Okur received his BS degree in Computer Education and Instructional Technology Department at Anadolu University (2002). He earned his MS degree in the Computer Engineering Department in Informatics at Anadolu University (2006). He his PhD in th Department of Distance Education at the Graduate School of Social Sciences (2012). He has worked in Computer Aided Education Center at Open Education Faculty at Anadolu University since 2002. Muhammet Recep Okur is interested in focusing on the e-learning material design, content production, and learning management systems (LMS). Email: mrecepokur@anadolu.edu.tr

 

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Published

2024-07-21

How to Cite

Aksak Kömür, İstek, & Okur, M. R. (2024). Preferences and Views of School Students on the Integration of MOOCs in Performance Tasks of EFL Courses. Journal of Learning for Development, 11(2), 369–381. https://doi.org/10.56059/jl4d.v11i2.900

Issue

Vol. 11 No. 2 (2024): ISSUE 2

Section

Case Studies

License

Copyright (c) 2024 İstek AKSAK KÖMÜR, Muhammet Recep OKUR

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Received 2023-02-02
Accepted 2024-07-15
Published 2024-07-21