MOOC Integration into a University Language Course: a Case Study
Despite the spreading practice of integration of open massive online courses (MOOCs) in tertiary education, research in this field is insufficient. Case studies in higher education in Russia, especially in languagerelated disciplines, are even more scarce. The aims of this study are to assess the effectiveness of MOOC integration by evaluating the gain in linguistic skills and to explore students’ experience and their attitude to MOOC integration. In order to evaluate the effectiveness of the integration the MOOC, parallel pre-test and post tests were developed. The results obtained by students were compared to detect if the online course contributed to the improvement of linguistic skills. The students’ experience and attitudes were revealed by both qualitative and quantitative analyses of the survey answers. Students’ open answers were subject to semantic and thematic analyses. Descriptive statistics were calculated for closed responses. The students worked with the course in a self-paced mode. The vast majority of students consider MOOC integration successful. The students emphasized such advantages of MOOCs as flexibility, convenience of format, diversification and individualization of the learning experience. However, when students work with a MOOC in a self-study mode, the gain in linguistic skills may be insignificant. Weak social and cognitive engagement is a recognised feature of MOOCs, and it can be mitigated when further classroom practise and interaction with peers and the instructor supplement self-study.