AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Website
https://www.futurelearn.com/courses/how-to-
read-a-poem-york
Source: own elaboration
Table 6: edX - What is Poetry? An Introduction to Literary
Analysis
edX
Name of the institution
The University of Newcastle, Australia
Name of the course
What is Poetry? An Introduction to Literary
Analysis
Length of the course
3 weeks
Effort
2-3 hours per week
Access to the course
Free access to the course
Price
40 € with a verified certificate
Website
https://www.edx.org/course/what-is-poetry
Source: own elaboration
Table 7: Udemy - How To Analyse Poetry - English Literature
Short Course
Udemy
Name of the institution
Independent Education Consultant
Name of the course
How To Analyse Poetry - English Literature Short
Course
Length of the course
5 weeks
Effort
13 lectures – more than 1 hour overall
Access to the course
No free access
Price
9,99 € with Certificate of completion
Website
https://www.udemy.com/course/how-to-analyse-
poetry-short-course/
Source: own elaboration
Two courses are offered by universities and one course is offered
by an independent education consultant. All three courses are
short – 3-5 weeks and it takes only a few hours to study the
materials. Access to two courses is free and one is a paid course,
which does not correspond with the idea of MOOCs to represent
free courses available to everyone. Availability of courses is
questionable, because some of them can only be found in
archives and some of them are currently closed and will be open
only in a couple of months from now.
3 Conclusion
Massive Open Online Courses (MOOCs) as a platform for non-
formal learning is nowadays a highly expanding field in global
educational environment. Students have many possibilities to
choose and study for free, in their own free time and also the
amount of courses offered to them is extremely wide. It is the
role of the educators, teachers and education consultants to make
them aware of all the possibilities for their future carrier. The
research conducted on undergraduate and graduate students of
English language and literature in teaching programme showed
that graduate students are eager to enrol in MOOCs and use the
possibilities they offer. They would like to expand their
knowledge in English language skills and Translation and
interpreting, but also in Grammar and Literature. Virtual
teaching and learning might become common in the future, but
in the optics of contemporary corona virus pandemics we should
be aware of the fact that the crucial role in educational process
still bears the teacher who is the best motivator and facilitator on
the path to knowledge, skills and attitudes.
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Learning: OUTCOMES, POLICIES AND PRACTICES. Paris:
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780195390483.013.0013
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PDF/source-search
4. Rajagopal, K., Firssova, O., de Beeck, I. O., Van der Stappen,
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Universities; Available from: https://eadtu.eu
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almobility.eu
9. Nethi, V. & Murray, A.: Potential for MOOCs in foreign
language teaching, 2014, p. 659-667. In N. Sonda & A. Krause
(eds.), JALT 2013 Conference Proceedings. Tokyo: JALT.
10. Bang, J., Dalsgaard, Ch., Kjaer, A., O’Donovan, M.:
Opening up education - some pedagogical considerations, p.
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a collective European response on MOOCs as presented during
the HOME conference in Rome, November 2015. Jansen, D., 11.
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90-79730-19-3.
12. Badinská, M.: Getting started with CLIL - making it happen.
In Applied Natural Sciences 2009: proceedings: 7 - 9 October
2009, Trnava. Pipíška, M., Horník, M., Gajdošová, J. (eds.).
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Primary Paper Section: A
Secondary Paper Section: AM, AI, AJ
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