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    Addressing the challenges of a bilingually delivered online course: design and development of the Australia China Trade (ACT) MOOC

    Access Status
    Fulltext not available
    Authors
    Ostashewski, N.
    Thorpe, Michael
    Gibson, David
    Date
    2013
    Type
    Conference Paper
    
    Metadata
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    Citation
    Ostashewski, Nathaniel and Thorpe, Michael and Gibson, David. 2013. Addressing the challenges of a bilingually delivered online course: design and development of the Australia China Trade (ACT) MOOC, in Bastiaens, T. and Marks, G. (ed), World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 21 2013, pp. 1284-1289. Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
    Source Title
    Addressing the challenges of a bilingually delivered online course: design and development of the Australia China Trade (ACT) MOOC
    Source Conference
    In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
    Additional URLs
    http://www.editlib.org/p/115056/
    URI
    http://hdl.handle.net/20.500.11937/21304
    Collection
    • Curtin Research Publications
    Abstract

    This paper describes a design-based research program exploring a MOOC designed for delivery in two languages, English and Chinese. Learning resources, online discussions and activities, and live synchronous sessions with topic experts form the basis of the bilingual delivery. The goal of the MOOC was threefold: to engage leaners in bilateral Australia-China trade discussion activities, develop reusable open learning objects, and to explore bilingual online education delivery. Over the course of the initial iteration of this research, learning technologies, resources, delivery platforms, and communication processes were selected and incorporated into the design. In theory the bilingual delivery of large-scale online education courses can utilize tools that allow for cross-language learner interactions. In practice the development of resources, activities, and shared MOOC learner artifacts present numerous challenges for both synchronous and asynchronous components. Further research to identify technologies and processes that support bilingual online course development deliveries which support learner-learner interactions efficiently is needed.

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