Supporting Culturally and Linguistically Diverse English Language Educators in Blended MOOCs: MOOC Camp Facilitators' Perspectives (Poster 18)

• In Event: AERA Poster Session Ten
  In Poster Session: Online Teaching and Learning SIG Poster Session

Abstract

Students in Massive Open Online Courses (MOOCs) are increasingly attending in-person, facilitated class sessions often called MOOC camps. This case study examined the organization, facilitation, and support for English language educators’ engagement in MOOC camps from the perspective of camp facilitators in Brazil, Vietnam, and Peru. MOOC camp facilitators were English language subject matter experts (SMEs) in teaching English to young learners (TEYL) and online learning. Each of these MOOC camps provided different in-person learning contexts. Using the Academic Communities of Engagement framework for culturally and linguistically diverse (ACE-CLD) learners (Authors, in press), we analyzed semi-structured interviews from six MOOC camp facilitators. Thematic analysis revealed how these MOOC camps benefitted the culturally and linguistically diverse participants in their local settings.

Authors

• Woomee Lee Kim, George Mason University
  Presenting Author

• Joan Shin, George Mason University
  Presenting Author

• Jered Borup, George Mason University
  Presenting Author

• Heather A. Andrews, George Mason University
  Presenting Author

• Anya S. Evmenova, George Mason University
  Presenting Author