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Clifford, Elisabeth; Pleines, Christine; Thomas, Hilary and Winchester, Susanne
(2019).
DOI: https://doi.org/10.14705/rpnet.2019.38.991
Abstract
The benefits of peer interaction, support, and feedback in Massive Open Online Courses (MOOCs) for Languages (LMOOCs) are well documented, but there has been little research on peer correction in MOOCs. Classroom-based research suggests that peer corrective feedback has significant potential for language development, but it also identifies a number of conditions for the feedback to be effective, notably a ‘positive classroom atmosphere’; this may be hard to achieve on a MOOC, with its diverse cohort and large number of participants. Our mixedmethod study reveals participants’ conflicting expectations of learning from their peers on the one hand and actively contributing to their peers’ learning on the other. Most participants believe they are not competent to provide helpful corrective feedback, and some think that the expectation to correct creates unwanted pressure and hinders communication. This paper encourages MOOC educators to address the challenge of creating a culture of learning through meaningful interaction whilst also finding ways of exploiting the opportunities offered by constructive peer correction.
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About
- Item ORO ID
- 68432
- Item Type
- Conference or Workshop Item
- Project Funding Details
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Funded Project Name Project ID Funding Body MOOC evaluation project Not Set The Open University (OU) - Keywords
- LMOOC; peer interaction; peer corrective feedback; error correction
- Academic Unit or School
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Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS) - Research Group
- Language & Literacies
- Copyright Holders
- © 2019 Elisabeth Clifford, Christine Pleines, Hilary Thomas, Susanne Winchester
- Depositing User
- Christine Pleines