Heutagogical characteristics and applied strategies for Italian language acquisition of learners in Language Massive Open Online Courses

Abstract

Massive Open Online Courses (MOOCs) have become a widespread form of online education: more and more institutions and hundreds of thousands of learners have been signing up for the most well-known platforms such as Coursera, edX, FutureLearn, Udemy, etc. Since their very first appearance at the beginning of the 21st century, MOOCs have caught educational (and not only) researchers’ attention and the most debated topics around MOOCs have been (instructional) design, context and impact, instructor-tutor, and the learner population. In the last few years, studies about learner populations have started to focus on independent learning strategies of MOOC learners. By today, there are already two extensive literature review studies on the specific subtopic of self-regulated and/or self-directed learning in the MOOC learning environment. Understanding the learner population in any learning environment is essential to sound pedagogical design; however, it has a higher importance in a MOOC environment, because of its distinctive characteristic of scale and accessibility. MOOCs host a wide range of individuals who possess different skills, experiences, background and enrol in the courses with different motivations. The massive and open nature of MOOC shifts the locus of control from provider to learner. For that reason, both learners and providers must possess and apply the relevant skill set to address challenges that such a shift implies. Until today, studies investigating MOOCers independent learning strategies has applied the concepts of self-directed learning and/or self-regulated learning, which are important contributions to the research field, although, the two concepts’ adequateness to the MOOC learning environment is questionable. This PhD research employed heutagogy (the study of self-determined learning) to examine Italian Language MOOC (LMOOC) learners’ independent learning skill set. More precisely, the objective of this PhD research was a) to map the psychosocial and cognitive profile of LMOOC learners, i.e., to examine in detail key learner attributes in the context of LMOOC-based learning by applying a heutagogical (self-determined learning) perspective; and b) to have a deeper understanding of LMOOC learners’ strategies to acquire a foreign language. This PhD research consists of two parts: a) a theoretical literature review study which aimed to map the literature on the application and implementation of the theory of heutagogy; and b) an empirical study carried out in two Italian Language MOOCs and which employed an embedded mixed methods design in which qualitative data are embedded within a major design of a non-experimental correlational survey study. The quantitative data was used to determine which attribute(s), among self-reflection, self-efficacy and internet skills have the most significant impact on learners’ readiness for self-directed learning. Two open-ended questions were embedded in the quantitative survey study due to lack of existing quantitative measures to collect data on the fifth heutagogical attribute—learners’ capability—and on learners’ experiences and perceptions of which activity types they consider the most helpful for their language skills development. The empirical results showed that a) most of the participants are moderate or low self-determined learners; b) self-efficacy and insight are statistically significative predictors of self-directed learning readiness across the three cohorts (high, moderate, low self-determined learners); c) participants do use their acquired skills and competencies outside the course environment when they have opportunity; and d) learners have a preference for more traditional, face-to-face and instructor-led learning even in a MOOC environment. Based on the results of the empirical study and considering the theory and design principles of heutagogy, a conceptual framework for designing LMOOCs is proposed, and suggestions for enhancing learners general (psychological and cognitive) and (communicative) language skills are made. This PhD dissertation, which adopts a thesis by publication format, has a significant contribution to the research field. Firstly, it contributes to the literature on heutagogy, which has been a growing research field and needs new findings. Secondly, it adds to the literature on learner population studies in MOOCs by applying self-determined learning as the theoretical basis for studying learners’ autonomous and independent learning characteristics in MOOCs.