Language MOOCs: Providing Learning, Transcending Boundaries
Following the outbreak of Massive Open Online Courses (MOOCs) in 2012, the roles, competences and methodological strategies of online language teachers are once again called into question, mainly because of the “massive” nature of these courses in which tens of thousands of students may enrol. This...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | inglés |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/26004 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/26004 |
| Access Level: | acceso abierto |
| Palabra clave: | 5505.10 Filología Language MOOC teaching MOOC teacher roles competences skills |
| Sumario: | Following the outbreak of Massive Open Online Courses (MOOCs) in 2012, the roles, competences and methodological strategies of online language teachers are once again called into question, mainly because of the “massive” nature of these courses in which tens of thousands of students may enrol. This work analyses the new teacher profile from a theoretical and practical standpoint, identifying its main roles and competences. |
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