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The role of scaffolding in LMOOCs for displaced people

  • Autores: Beatriz Sedano Cuevas, Timothy Read Árbol académico
  • Localización: Lengua y Migración = Language and Migration, ISSN 1889-5425, ISSN-e 2660-7166, Vol. 13, Nº. 2, 2 (Suplemento monográfico), 2021 (Ejemplar dedicado a: LMOOCs for the linguistic and social integration of displaced people), págs. 115-133
  • Idioma: inglés
  • DOI: 10.37536/LYM.13.2.2021.1034
  • Títulos paralelos:
    • El rol del andamiaje en los LMOOC para personas desplazadas
  • Enlaces
  • Resumen
    • español

      En este artículo se presentan los resultados de un análisis sobre cómo proporcionar un andamiaje pasivo y activo a migrantes y refugiados, como tipos de apoyo estructurado para el aprendizaje en los MOOC de lenguas (LMOOC). Se centra en la naturaleza de dicho andamiaje y en el efecto que tiene este en el aprendizaje. Tras un análisis de los aspectos teóricos del apoyo a los refugiados y migrantes en este tipo de cursos, se presenta un estudio de caso. Este estudio se centra en la inclusión de andamiaje en el diseño, desarrollo y funcionamiento de dos LMOOC de español como lengua extranjera para necesidades inmediatas, creados dentro del proyecto MOONLITE en colaboración con grupos de apoyo para personas desplazadas. Los resultados del estudio respaldan el uso del andamiaje como mecanismo que mejora las tasas de finalización de los cursos (pasando de la cifra habitual de alrededor de un 10% a un 31% y un 30% en los respectivos cursos), el aprendizaje del idioma, así como la satisfacción y motivación general de los estudiantes.

    • English

      This article presents the results of an analysis of how passive and active scaffolding, as types of structured student learning support, can be provided for refugees and migrants in Language MOOCs (LMOOCs). It focuses on the nature of such scaffolding and what effect it has on learning. After an analysis of the theoretical aspects of supporting refugees and migrants in this type of course a case study is presented. This study focuses on the inclusion of scaffolding in the design, development and running of two Spanish LMOOCs for immediate needs, created within the MOONLITE[1] project in collaboration with support groups for displaced people. The results of the study support the use of scaffolding as a mechanism that improves the course completion rates (increasing from the usual figure of around 10% to 31% and 30% in the respective courses), language learning, and the overall satisfaction and motivation of the students.

        [1] Massive Open Online courses eNhancing LInguistic and TransvErsal skills for social inclusion and employability. ERASMUS+ project number: 2016-1-ES01-KA203-025731

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