AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
MASSIVE OPEN ONLINE COURSES (MOOCS): THE PROMISE OF NON-FORMAL EDUCATION
IN ENGLISH LANGUAGE LEARNING
a
DIANA ŽIDOVÁ
Faculty of Pedagogy, Constantine the Philosopher University in
Nitra, Slovakia, Dražovská cesta 4, 949 74 Nitra, Slovakia
email:
a
dzidova@ukf.sk
Acknowledgement: The research for this paper was financially supported by
Constantine the Philosopher University in Nitra, Slovakia, The University Grant
Agency, grant no. V/18/2020.
Abstract: Massive Open Online Courses (MOOCs) have a great potential for
contemporary higher education in the era of distance teaching and learning. Learners
all around the world enrol on MOOCs to participate in courses which meet their age,
skills, interests and study programs. There is a great variability in participants’
motivation when focusing on their second language learning skills and knowledge.
This paper examines the preference of English language participants for MOOCs and
also proposes the courses in English language by the most relevant institutions
building on participants’ needs. Engagement in MOOCs is one of the strongest
predictive features for the course completion, while learners´ motivation to be
involved in a non-formal education affirms their ability to focus on the lifelong
language learning.
Keywords: Foreign language learning, higher education, MOOCs, non-formal
education, online courses, self-directed learning
1 Introduction
Massive Open Online Courses (MOOCs) are online courses
developed in a virtual environment for students and
professionals playing the role of an additional platform towards
face to face learning. MOOCs offer courses in all possible fields
focusing on expanding knowledge, skills and attitudes.
Nowadays they function as a part of non-formal learning, but
there is a high demand on transformation of this type of learning
into a fully accepted and acknowledged element in formal
education.
MOOCs may become an inspirational source for students of
English language and literature in teaching study programme.
Especially in the era of corona virus pandemics, non-formal
learning functions as an important platform for graduate students
who are looking for their future carrier advancements as a part of
lifelong learning. The paper presents a research on MOOCs
interest among English language and literature students and
offers new insights into its implementation into the higher
education environment.
1.1 Formal, Informal and Non-formal Learning
Formal learning takes place in a traditional setting, namely an
educational institution. The learning is a focus of “the
acquisition of knowledge, skills and competences.” It is
validated, certificated and intentional (Cedefop, 2008, as cited in
Werquin, 2010, p. 21). Nowadays we designate it as formal
education and it is generally accepted that it is compulsory for
children and regulated according to the laws of the state.
Universities also offer formal learning, but it is up to the students
whether they enrol in the study programme offered to the public.
Formal education is the attention of the Ministry of Education,
which is responsible for preparation of tests for national testing
in primary and secondary education - Monitor and Maturita
exams in Slovakia.
Informal learning “results from daily activities related to work,
family or leisure. It is not organised or structured in terms of
objectives, time or learning support. It is in most cases
unintentional from the learner’s perspective” (Cedefop, 2008, as
cited in Werquin, 2010, p. 22). It is an experience we obtain by
doing something new or by doing it repeatedly. Because the
learning process is unintentional, the learner is not aware of it.
This type of learning is a part of our life so we cannot set any
goals to achieve it or assess it. Nevertheless, informal learning is
very important in acquiring new skills and definitely can be
considered as the forefather of formal learning.
Non-formal learning is much harder to classify, but it is
commonly acknowledged that it is a learning process which is
organized and planned by a learner, on the other hand, other
activities may not be considered having learning objectives. In
fact, a learner always learns more than he or she intends and this
extra knowledge or skill makes this process exciting and
stimulating (Werquin, 2010, p. 23). This might be the reason
why non-formal learning is nowadays so popular among adult
learners who would like to learn something new but do not want
to go back to school they already finished years ago because of
time and money issues. Nevertheless, the need to assimilate to
the ever-changing realities of the contemporary globalised world
with new social, economic, digital and other competences makes
learning a number one necessity.
Therefore, lifelong learning currently becomes an important part
of our professional and personal lives. Lifelong learning is
defined as “development after formal education: the continuing
development of knowledge and skills that people experience
after formal education and throughout their lives” (Encarta,
2008, as cited in London, 2021, online). The Council of the
European Union adopted a Recommendation on key
competences for lifelong learning in 2018. In the publication
entitled Key competences for lifelong learning (European
Commission, 2019), eight competences are presented:
Literacy competence
Multilingual competence
Mathematical competence and competence in science,
technology and engineering
Digital competence
Personal, social and learning to learn competence
Citizenship competence
Entrepreneurship competence
Cultural awareness and expression competence
Each competence combines knowledge, skills and attitudes. It is
quite essential to be able to identify what to know and what to do
in each competence. However, direction towards creating
positive attitudes has become equally vital, if not the most vital.
It shows how psychology influences our lives through our belief
in success.
The aforementioned competences are to be obtained throughout
attending formal and non-formal education and via experience
and practice. They all are equally significant and complex in
their nature; moreover they reflect our adaptability and creativity
in problem-solving situations. Only high quality education and
training can provide opportunities for all people, including
refugees, migrants, socially excluded persons and minorities.
Unfortunately, even though states in the European Union are
obliged to serve such education to all people, access to equal
education is often limited by age, social class, income, religion
or time. In that case, digital competence seems to be crucial in
assisting to get the most out of educational process and
especially online learning which makes a wider impact on
acquiring knowledge, skills and attitudes among learners.
1.2 MOOCs - Online Learning for Everyone
MOOCs - massive open online courses - are online courses
offered by educational institutions to anyone interested to learn
something new. The courses are free of charge, open to the
public, available to any person after registering to the website or
platform, finally, all courses are provided fully online. Various
types of MOOCs learners can be found amid the platforms. Most
of them are learners who study for professional development and
continuing education. Then there are university students who are
looking for a hobby or try to widen their interests
(https://www.openuped.eu/93-about-moocs).
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