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dc.contributor.advisor Gebril, Atta
dc.contributor.author Matlack, Sara
dc.date.accessioned 2020-06-11T11:49:20Z
dc.date.available 2020-06-11T22:00:06Z
dc.date.created Spring 2020 en_US
dc.date.issued 2020-06-11
dc.identifier.uri http://dar.aucegypt.edu/handle/10526/5925
dc.description.abstract The present study aims to investigate key strategies LMOOC instructors use to enhance learner engagement, their perceptions of effective LMOOC teaching, and the major challenges they face. A sequential mixed methods approach using quantitative and qualitative methods was used. A sample of ten LMOOC instructors participated in the online questionnaire and four interviews were conducted. Content analysis on four top rated LMOOCs was conducted to further validate engagement strategies used. Quantitative results were analyzed using descriptive statistics. Qualitative data was divided into themes. The results concluded that the top three engagement strategy themes were interaction, participation, and content. Overall, LMOOC instructors perceived their role as an instructor, previous training and teaching experiences, pedagogies and content important to the effectiveness of their LMOOC. Instructors perceived LMOOCs to be effective in language learning, yet perhaps not as effective as a traditional language classroom. The most common challenges that were supported by both the online questionnaires and the instructor interviews were: pedagogical and platform limitations, variation of learners’ background and proficiency level, dropout rate, and engagement of learners. This research paper has ultimately contributed to the lack of studies on LMOOCs, coverage of instructors’ perceptions literature, and potential future influences of LMOOCs into the current online education situation and help better prepare instructors and educational policy makers of future course offerings. en_US
dc.format.extent 107 p. en_US
dc.format.medium theses en_US
dc.language.iso en en_US
dc.rights Author retains all rights with regard to copyright. en
dc.subject LMOOC, instructors’ perceptions, engagement strategies, effective teaching, teaching challenges, MOOC pedagogies, language learning, content analysis en_US
dc.subject.lcsh Thesis (M.A.)--American University in Cairo en_US
dc.title Instructor perceptions of effective teaching in LMOOCs and strategies utilized to enhance learner engagement en_US
dc.type Text en_US
dc.subject.discipline Teaching English as a Foreign Language en_US
dc.rights.access This item is available en_US
dc.contributor.department American University in Cairo. Dept. of Applied Linguistics en_US
dc.description.irb American University in Cairo Institutional Review Board approval has been obtained for this item. en_US
dc.contributor.committeeMember Bali, Maha
dc.contributor.committeeMember Salah El-Din, Yasmine


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  • Theses and Dissertations [1835]
    This collection includes theses and dissertations authored by American University in Cairo graduate students.

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