磨課師(巨型開放式線上課程)數位混合式教學對台灣高等教育外語學習之研究

This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.

In recent years, English for Specific Purposes (ESP) has attracted great interest within industry and academia in Asia as a result of increased pressure to deliver successful English education stemming from the globalization of both the economy and tertiary education. Teachers of both traditional and ESPbased English courses can now expect their performance to be evaluated and any changes in their students' learning to be measured quantitatively. Within this context, teachers have begun to explore and question the meaning, application, validity, and practicality of the ESP approach. In this paper, I will first explain the recent globalization of industry and academia, and offer some examples of how this has impacted on ESP teaching in Asia. Next, I will explore several new directions for ESP teaching in Asia that may address the challenges presented by globalization. These include the introduction of a coordinated, integrated ESP curriculum and the re-defining of ESP teacher roles. I will also discuss the growing need for ESP teachers to support the teaching of Massive Open Online Courses (MOOCs) and English-Mediated Instruction (EMI) courses, which can present challenges to both the content teachers and the students taking the courses. Next, I will discuss the growing trend for utilizing corpus data and tools in the design of ESP courses, and show how these might also be used by students in the classroom. Finally, I will offer some thoughts on the possible future of ESP if these new directions are not considered.

Over the past few years, Massively Open Online Courses (MOOCs) has been supplementing class room learning by renowned Professors worldwide, allowing students to have their doubts clarified and by providing different perspective of topics from several traditional subjects at the comfort of their desk. MOOCs has several objectives that include being open, participatory and distributary. The extent to which these objectives are reached is debatable.While resources are aplenty, thanks to the vision of the pioneers in education like the Cambridge, MIT and the Stanford University willing to open their gates to the world, proper direction, training and engagement are still required for most of the stakeholders to ensure effective utilization. Further,with the learning requirements having shifted from theory to practice, MOOCs has certainly taken a new direction. This of course is not without its own challenges. In this paper, we identify various challenges in present day MOOCs and the suggested countermeasures. While some of these have been identified recently, few more are based on our own practical experiences. A survey is also conducted to summarize learner's preferences, their willingness to adapt to new courses and their preparedness to deliver their own MOOCs courses. Results indicate that most learners prefer mixed courses that are a combination of Theory and Practice. Almost equal number of learners expressed interest in Industry relevant courses as those for Curriculum related courses. However, the preparedness of users in creating and delivering their own MOOCs courses is quite low, although vast majority are using MOOCs courses for their curriculum design, which is encouraging. We also suggest few methods and tools to enable teachers develop their own MOOC Courses.

This study investigates the impact of English language skills, as assessed by TOEIC (Test of English for International Communication) performance, on career development and the transition to professionalism and understanding how individuals with varying levels of English language proficiency face specific challenges and how these challenges impact their career trajectories. The study utilized and approached mixed methods, combining quantitative analysis of TOEIC scores and career development indicators and qualitative analysis of challenges individuals face. The sample comprised 75 participants from diverse professional backgrounds, representing a range of English language proficiency levels. The sample averaged 720 TOEIC points, indicating moderate English proficiency. Career progression markers included skill acquisition or credentials (1.3), greater responsibility (3.9), and broader job scope (3.7). Ethical behavior, effective communication, leadership, problem-solving, adaptability, and devotion to continual learning were above 4 in the transition to professionalism, indicating a positive trend. As judged by TOEIC scores (r = 0.8, p < 0.05, 0.525, p 0.001), English language skills were strongly connected with work promotions, pay increases, and job satisfaction. These findings suggest that TOEIC performance affects professional advancement. The thematic study revealed language barriers, global resources, professional networks, and cross-cultural collaboration.

Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners' and designers' intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.

Mixed teaching is the combination of the traditional teaching mode and the modern teaching mode under the modern conditions. This paper discusses the main contents and key points of the mixed teaching model of massive open online courses(MOOC) in teaching. Firstly, guide students to use the MOOC platform for extra-curricular time to complete the MOOC platform for knowledge and the concept of autonomous learning. Secondly, students are as the center in the process of classroom teaching. Complete the answer doubts, sum up the discussion, enhance the interaction between teachers and students, to stimulate students' learning desire, to cultivate students' independent thinking and problem solving communication skills. Practice shows that the teaching model can well support the implementation of traditional and modern teaching models, and give a better learning experience to the learners.

Research was undertaken to evaluate the performance of the Water, Sanitation, and Hygiene (WASH) Systems Academy, a free e-learning platform. The course, ‘WASH systems strengthening: The basics’, was assessed in three different learning arrangements: Case 1: MOOC (Massive Open Online Course, self-paced and self-guided), Case 2: MOOC with structured support, and Case 3: MOOC with blended learning. In each of these cases, the extent to which e-learning can contribute to improved understanding and application of WASH systems strengthening was investigated. The research was conducted between October 2020 and July 2021 using a modified Kirkpatrick model supplemented by the Outcome Harvesting methodology to assess which MOOC format was successful in performance and application. The study analysed data from the e-learning platform, user surveys, and interviews with water and sanitation e-learning experts and selected users. A comparison of the cases demonstrated that overall, the three learning arrangements were effective based on the reactions of the users, with completion rates of 21, 65, and 100% for MOOC, MOOC with structured support, and MOOC with blended learning, respectively. The MOOC with a blended learning approach was the most effective in terms of performance. This approach allowed participants to have a better understanding of the content with extra face-to-face support while completing the course.

EFL(English as a Foreign Language) learners tend to choose translation strategies in their English learning process. This study aims to examine the potential relationship between English language proficiency and EFL learners’ use of translation strategies, displaying the differences in the use of translation strategies between students at higher level of English language proficiency and those at lower level of English language proficiency. An ITLS questionnaire (The Inventory for Translation as a Learning Strategy) designed by Liao Posen (Liao, 2002：159-161)was distributed to 190 students in Southwest Jiaotong University who had taken the national English language proficiency assessment—CET-4(College English Test Band 4). Based on Independent Sample T-test, the results show that significant differences were found between the proficient EFL learners and the limited English proficient learners in some of the uses of translation strategies, and lower achievers were more likely to adopt translation strategies in English learning. According to Pearson Correlation Analysis and Multiple Regression Analysis, this research also found out that the use of translation to enhance English-language abilities was negatively correlated with English language proficiency and could best predict the negative performance of English language proficiency assessment. Implications for the role of translation strategies in EFL learning are discussed.

Approximately 10 % of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students participating in groups find them valuable. Instructors want to assist in the formation of groups, creating multi-national collaborations, an asset possible in MOOCs that is generally sacrificed when students form their own groups. Little is known about how people from various cultures prefer to communicate with each other, or about the value of groups formed by MOOC leaders. To understand MOOC leaners’ grouping preferences, we administered a pre-course online survey to volunteers registered in the “Creativity, Innovation, and Change” MOOC offered by Penn State University via Coursera and assigned volunteers to groups based on their preferences. We also examined whether assigning learners to groups based on their preferences enhanced their performance or completion of the course. This paper reports MOOC learners’ preferences for different modes of online communication with group members (asynchronous text posts, synchronous text chats, or synchronous video and audio). Statistically significant relationships were found between learners’ preferred communication modes and their level of English proficiency, gender, level of education, and age. Although placing learners in groups based on their preferences and introducing them to each other did not improve course performance or completion, our findings on preferred communication modes, combined with more formal instruction of how to function as group members may prove to enhance learning and engagement in MOOCs.

Technology such as gaming, animations, and interactive problem-solving have been adapted at learning platforms to help explain or illustrate complex concepts, and even make learning fun for the audience. However, such technologies are deployed in limited number of learning environments due to the lack of financial resources, expertise, change agents, and willingness of educational institutions to move beyond traditional practices. The Massive Open Online Course (MOOC) phenomenon, started three years ago, could address the above challenges, and create a great technological disruption in education. With millions in venture capital backing, MOOC providers have the expertise and money to incorporate the latest technologies into e-courses and revolutionize learning. But the economic model of MOOCs is still evolving. MOOC organizations such as edX, Coursera, Udacity, Udemy, and NovoEd have yet to figure out a financially viable model. At the current time, most MOOCs are free (or at nominal fees) to the students. Hence, one of our research questions in this paper is how would MOOCs generate sustainable revenue in a few years? Our second research question deals with how MOOC providers plan to facilitate learning and assessments (even with state-of-the-art technologies) for the thousands or tens of thousands of students per course. If partnerships with universities or colleges would be an economically feasible and manageable solution, then how would MOOC providers’ business model change strategically? We discussed a number of financial models on monetizing MOOC, and strategies for MOOC organizations to make MOOC more mainstream and accepted by academe and prospective employers.

Purpose – One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology – Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results – Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', ‘engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions – There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

BackgroundWith blended learning boosting explosively, learning satisfaction is confronted with challenges. Aiming at its enhancement, teacher support, an essential element of instruction, was investigated.MethodsTo pinpoint the dynamics between teacher support and learning satisfaction, 376 university students who participated in blended English learning were involved in self-report questionnaires. A variable-centered approach for data analysis was employed to examine the chain mediation model, and a person-centered one was utilized for exploring more personalized learning patterns of the samples.ResultsThe variable-centered investigation validated the hypothesized chain mediation model. SDT motivation and learning engagement were two successful mediators, and they also formed an effective chain mediator between teacher support and learning satisfaction. The person-centered study analyzed teacher support and learning satisfaction reported, and identified three latent profiles: below-average-both, average-both, and high-both profile. Learners in different profiles were spotted with disparate traits, with those in high-both profile presenting the most favorable results.ConclusionThis study addresses the gap in research on the four variables from a blended learning perspective, and innovatively combines variable-centered and person-centered analytical approaches, providing customized enlightenments into fostering students’ progress. Pedagogical implications are part of discussion.

Massive Open Online Courses (MOOCs) are internationally accepted as a popular online learning, its introduction into Mainland China provides an opportunity for College English education reform, which is on progress since 2007. This article attempts to draw a picture of College English teaching reform under the influence of MOOCs by adopting documentary research method through analyzing all the essays about College English teaching under the wave of MOOCs in CNKI (China National Knowledge Infrastructure) according to their research contents. The data collected shows that theoretically College English teaching could be reformed by taking the form of MOOCs in the courses of English for general purposes (EGP), English for general education (EGE), and English for specific purposes (ESP). It seems that during the reform teaching models and student-teacher relationship are altered by the MOOCs environment. Additionally, College English courses on several MOOCs platforms are analyzed, they further prove the practical College English courses done on MOOCs platforms. This paper seems to throw light on a general overview of College English teaching in Mainland China for English teachers and researchers and propose further improvement for college English teaching reform.

In 2017, the newly-elected, Labor-led government of New Zealand boldly declared access to higher-education to be a universal right and committed to a year’s “fees-free” studentship, with the promise of eventually extending it to an entire first-degree programme. Against such a backdrop, this article will examine the role of Massive Open Online Courses (MOOCs) as surrogates for “fees-free” higher education and whether the design of such a Higher Education 4.0 platform is even a credible proposition. More specifically, the research question addressed is: can higher education be made universal in terms of access and costs through the intermediation of MOOCs? The case attempts to provide a socio-technical view of such a “value proposition” and concludes that the charter of higher education extends beyond the distribution of knowledge and skills that may perhaps be better delivered with blended learning models than MOOC platforms. A university is more than a certification of core-competencies in that it also brings about socialization and participation. With the undercurrent of design ideals such as “tech for good”, the academic community must examine whether MOOCs are credible substitutes or at-best, complementary platforms. In this era of Industry 4.0, higher education should not be about the creative destruction of what we value in universities, but their digital transformation. Regretfully, the onset of the Covid-19 pandemic has revealed gaping holes in the sectors’ readiness for online learning. The article concludes with an agenda for large Randomized Controlled Trials (RCTs) driven by Action Design Research that could fulfil the aspirations of the key stakeholder groups – students, faculty and regulators. It is intended that the case will inform policy makers on the implementation of a Blended Learning platform which draws from the relative strengths of traditional and online delivery.