The Effect of Multilingual Facilitation on Active Participation in MOOCs

A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the l...

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Autores principales:	Jean-François Colas, Peter B. Sloep, Muriel Garreta-Domingo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	MOOC multilinguality facilitation language barrier language of participation cultural translation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/48a235e219664c2dae9da343944ef016
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spelling	oai:doaj.org-article:48a235e219664c2dae9da343944ef0162021-12-02T18:03:16ZThe Effect of Multilingual Facilitation on Active Participation in MOOCs10.19173/irrodl.v17i4.24701492-3831https://doaj.org/article/48a235e219664c2dae9da343944ef0162016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2470https://doaj.org/toc/1492-3831 A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the language of participation, used for interaction with peers and facilitators, is preferable to “English only” for participation in a MOOC. The Hands-On ICT (HANDSON) MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways, and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamic of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs. Jean-François ColasPeter B. SloepMuriel Garreta-DomingoAthabasca University PressarticleMOOCmultilingualityfacilitationlanguage barrierlanguage of participationcultural translationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC multilinguality facilitation language barrier language of participation cultural translation Special aspects of education LC8-6691
spellingShingle	MOOC multilinguality facilitation language barrier language of participation cultural translation Special aspects of education LC8-6691 Jean-François Colas Peter B. Sloep Muriel Garreta-Domingo The Effect of Multilingual Facilitation on Active Participation in MOOCs
description	A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the language of participation, used for interaction with peers and facilitators, is preferable to “English only” for participation in a MOOC. The Hands-On ICT (HANDSON) MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways, and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamic of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs.
format	article
author	Jean-François Colas Peter B. Sloep Muriel Garreta-Domingo
author_facet	Jean-François Colas Peter B. Sloep Muriel Garreta-Domingo
author_sort	Jean-François Colas
title	The Effect of Multilingual Facilitation on Active Participation in MOOCs
title_short	The Effect of Multilingual Facilitation on Active Participation in MOOCs
title_full	The Effect of Multilingual Facilitation on Active Participation in MOOCs
title_fullStr	The Effect of Multilingual Facilitation on Active Participation in MOOCs
title_full_unstemmed	The Effect of Multilingual Facilitation on Active Participation in MOOCs
title_sort	effect of multilingual facilitation on active participation in moocs
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/48a235e219664c2dae9da343944ef016
work_keys_str_mv	AT jeanfrancoiscolas theeffectofmultilingualfacilitationonactiveparticipationinmoocs AT peterbsloep theeffectofmultilingualfacilitationonactiveparticipationinmoocs AT murielgarretadomingo theeffectofmultilingualfacilitationonactiveparticipationinmoocs AT jeanfrancoiscolas effectofmultilingualfacilitationonactiveparticipationinmoocs AT peterbsloep effectofmultilingualfacilitationonactiveparticipationinmoocs AT murielgarretadomingo effectofmultilingualfacilitationonactiveparticipationinmoocs
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The Effect of Multilingual Facilitation on Active Participation in MOOCs

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