CC BY
1
3. Кржижановская, Н.Я. Основы ландшафтного дизайна. - Ростов н/Д: Феникс, 2005.- 204 с.
4. Павленко, Л.Г. Ландшафтное проектирование. Дизайн сада. - Ростов н/Д: Феникс, 2005.- 192 с.
References
1. Bogovaja, I. O. Ozelenenie naselennyh mest: ucheb. posobie dlja vuzov [Landscaping of populated areas: textbook. manual for universities ]. Moscow: Agropromizdat, 1990. 239 p.
2. Shikanjan, T.D. Landshaftnyj dizajn. Svoimi rukami — ot proekta do voploshhenija [Landscape design. With your own hands - from design to implementation]. Moscow: Jeksmo, 2017. 352 p.
3. Krzhizhanovskaja, N.Ja. Osnovy landshaftnogo dizajna [Basics of landscape design]. Rostov n/D: Feniks, 2005. 204 p.
4. Pavlenko, L.G. Landshaftnoe proektirovanie. Dizajn sada. [Landscape design. Garden design]. Rostov n/D: Feniks, 2005.192 p.
МОТИВАЦИОННЫЙ ПОТЕНЦИАЛ МАССОВЫХ ОТКРЫТЫХ ОНЛАЙН-КУРСОВ В СМЕШАННОМ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА
Зубков Артём Дмитриевич
Старший преподаватель, Новосибирский государственный университет экономики и управления «НИНХ» (г. Новосибирск), e-mail: zubkov_nstu@mail.ru
DOI: 10.24412/1029-3388-2023-4-90-100 Аннотация:
Данная статья предлагает оригинальное теоретическое исследование, направленное на углубление понимания мотивационного потенциала массовых открытых онлайн-курсов в смешанном университетском обучении иностранным языкам. Поскольку МООК предлагают расширенный доступ и гибкость, рискуя при этом вызвать проблемы с вовлечением учащихся, в данной работе использован всесторонний анализ литературы для разработки курсов для смешанного обучения и выявления направления будущих эмпирических исследований. В статье подробно рассматриваются три ключевых раздела 1) исследования мотивации и вовлеченности учащихся в МООК в различных контекстах; 2) исследования, изучающие мотивационные возможности и риски, присущие смешанным формам обучения; 3) соответствующие теории мотивации из области психологии образования и учебной онлайн-среды. Исследование выявляет пробел в отношении мотивационной динамики именно в рамках смешанных языковых курсов.
Обоснованный анализ направлен на выяснение этой динамики. В результате комплексного анализа литературы была разработана оригинальная концептуальная схема, раскрывающая основные мотивационные возможности продуманного включения МООК в университетские программы по иностранному языку. К ней относятся повышение интереса благодаря разнообразному мультимедийному контенту, повышение самоэффективности учащихся за счет самостоятельного развития навыков, более активная самостоятельная постановка целей, повышенная ответственность благодаря встроенному отслеживанию прогресса. Однако реализация мотивационного потенциала зависит от целенаправленной разработки учебного плана, в котором согласованы средства оценивания, обучения и аспекты социального взаимодействия. Это теоретическое исследование предлагает как практические принципы мотивации изучающих язык с помощью оптимизированных смешанных моделей, так и продуктивные направления будущих исследований для изучения эмпирических результатов. Данная работа способствует развитию науки и практики на стыке MOOК, смешанного и языкового обучения.
Ключевые слова: обучение иностранным языкам, высшее образование, вовлеченность обучающихся, мотивация обучающихся, МООК, электронная образовательная среда, образовательные технологии.
MOTIVATIONAL POTENTIAL OF MASSIVE OPEN ONLINE COURSES IN BLENDED FOREIGN LANGUAGE LEARNING
Zubkov Artyom Dmitrievich
Senior Lecturer, Novosibirsk State University of Economics and Management "NINH" (Novosibirsk), e-mail: zubkov_nstu@mail.ru
DOI: 10.24412/1029-3388-2023-4-90-100 Abstract:
This article provides an original theoretical perspective to advance understanding of the motivational potential of massive open online courses in blended university foreign language learning. As MOOCs promise enhanced access and flexibility but risk engagement issues, this work undertakes a comprehensive literature synthesis to inform blended course design and guide future empirical research. The article thoroughly reviews three key bodies of scholarship: 1) research on learner motivations and engagement patterns in MOOCs across contexts; 2) studies examining motivational affordances and risks inherent in blended learning designs; 3) relevant motivational theories from educational psychology and online learning environments. A gap emerges regarding motivational dynamics specifically within blended language courses. Informed analysis focuses on elucidating these dynamics. Through an integrative literature synthesis, an original conceptual framework emerges elucidating key motivational affordances of
thoughtfully incorporating MOOCs into university language curricula. These include increased interest via diverse multimedia content, improved self-efficacy from self-paced skill development, stronger autonomous goal-setting, heightened accountability from embedded progress tracking. However, realizing the motivational potential depends on intentional curriculum design aligning assessments, scaffolds, and social components. This robust theoretical foundation offers both practical principles for motivating language learners through optimized blended models and productive future research directions for investigating empirical outcomes. The conceptual model advances scholarship and practice at the intersection of MOOC, blended, and language learning contexts.
Keywords: foreign language education, higher education, learner engagement, learner motivation, MOOC, online learning environment, educational technologies.
Introduction. The rise of open online learning has been one of the major recent developments in higher education. Massive open online courses (MOOCs) in particular have opened up free access to university-level classes for millions of learners around the world. Top institutions like Stanford, Harvard, and MIT offer courses via platforms like Coursera, edX, and FutureLearn, on topics ranging from computer science to arts and humanities. While early hype led to inflated expectations, it is clear MOOCs are an important new educational tool with great disruptive potential [27-34]. At the same time, foreign language learning remains a core component of university curricula worldwide, as graduates require communicative competence and intercultural awareness. However, limited class time and teacher resources often constrain students' language practice. As university language educators look to supplement traditional instruction, MOOCs appear a promising option for providing learners with enhanced flexibility and personalized materials [13, 24]. This has led to growing implementation of blended models that integrate MOOC components into on-campus offerings. Yet while the capabilities of open online courses make them well suited to blended language learning, challenges persist in leveraging them effectively. In particular, student motivation and engagement with online materials remains a concern [5, 11]. If simply added on top of traditional curricula, MOOCs may not fulfill their motivational promise. Careful design considerations are needed regarding how online and face-to-face components are combined to drive learner participation. Moreover, the research literature provides limited evidence-based guidance for instructors. While numerous studies have explored general trends in MOOC learner motivations, less work has examined motivational dynamics within blended language courses. A detailed investigation focusing on this context is needed to provide university educators with recommendations for maximizing motivation. This article therefore aims to fill this research gap through a mixed methods study exploring the motivational potential of MOOCs in blended university foreign language curricula. With careful design, open online courses may enhance student drive to engage with language learning materials. However, motivational pitfalls must also be anticipated. By analyzing motivation systematically, this study generates insights to guide blended course development and suggests directions for additional research.
Literature review. Research into learner motivation and engagement has a long history in educational psychology and language acquisition fields. Early work focused on identifying internal and external factors driving students to participate and persist in learning activities [6, 7, 23]. More recently, motivational frameworks highlight autonomy, competence, relatedness, and goal-setting as key requirements for optimal engagement [12, 16, 25]. In online learning contexts specifically, motivational models emphasize additional variables enabled by technology, like self-paced control and interaction opportunities [1, 19]. Comparative studies find blended models often better sustain motivation than pure online or face-to-face courses by combining benefits [4, 22]. This provides rationale for integrating MOOCs into university language curricula. MOOCs themselves have been critiqued for limited participant motivation and completion rates. However, research identifies best practices for increasing motivation, like goal-setting, progress tracking, and social features [2, 8]. Applying such strategies to blended language MOOCs could improve outcomes. Specific studies on motivation in blended language MOOCs remain scarce but offer useful insights. Hao L.A. surveyed students using a Mandarin MOOC alongside classroom instruction, finding perceived autonomy, relevance and competence boosted motivation [17]. Other work identifies benefits of control over time, place and pace of learning [10, 26]. However, further research is needed on optimal blends across different platforms, learner populations and motivational measures. In summary, while MOOCs show promise for supplementing traditional university language instruction, more evidence is needed regarding motivational dynamics in this context. This study aims to address gaps through a detailed mixed-methods investigation, generating practical recommendations for maximizing engagement by learners. Findings will also inform theoretical understanding of learner motivation in blended environments.
Materials and Methods. As a theoretical article, this work is based solely on analysis and synthesis of prior research literature related to the motivational affordances of MOOCs in blended language learning contexts. The literature review process entailed identifying and examining relevant published works on MOOC learner motivation, blended learning approaches, and motivational frameworks in educational psychology. Database searches were conducted to locate pertinent empirical studies, review articles, and theoretical formulations. Particular attention was given to analyzing research gaps indicated in the literature regarding motivational dynamics of blended models in university foreign language education. The goal was to determine where additional theoretical perspective could make a substantive contribution. Through this process, the specific focus on leveraging MOOC integration to enhance motivation in blended language courses emerged as an area needing further conceptual development. Available studies also pointed to key motivational variables requiring consideration, including interest, self-efficacy, and goal-setting. By synthesizing findings and perspectives from across these works, this article aims to advance theoretical understanding of how online and face-to-face components can interact to support university language learner motivation. The literature review process facilitated identifying productive directions for this theoretical exploration.
Results. The theoretical framework developed through the literature review process yields several expected results regarding the motivational potential of MOOCs in blended language learning contexts.
Enhanced Interest and Relevance. Integration of MOOCs would be anticipated to increase student interest and perceptions of course relevance by broadening the range of available materials. The diversity of open online resources could provide varied multimedia content and real-world topics resonating with different learner backgrounds and goals. Studies show interest is a key predictor of sustained motivation and engagement [3, 20].
Improved Self-Efficacy. Blended models can support self-efficacy, an individual's belief in their capability to succeed. MOOC components allow self-paced learning and practice to build skills. Students control the pace rather than being forced ahead before feeling confident. Working through online materials and assessments may enhance students' perceived competence and motivational outcomes [14, 21].
Opportunities for Autonomous Goal-Setting. MOOCs complement classroom instruction by enabling students to actively set and pursue individual learning goals. Learners can identify areas needing improvement and select relevant online materials to address personal needs and aspirations. Structured goal-setting further boosts motivation according to research [9, 15].
Increased Accountability and Progress Tracking. Unlike traditional lectures, MOOCs provide embedded progress tracking mechanisms like points, badges, and analytics visualizations. By making outcomes transparent, these features heighten accountability to motivate participation. Students can monitor goals and may be less likely to procrastinate on asynchronous activities [18].
These anticipated results derive from published findings on the motivational roles of interest, self-efficacy, autonomous goal-setting and accountability. They elucidate how blended models could theoretically amplify university language learner motivation.
Discussion and Conclusions. This theoretical examination suggests MOOC integration in university foreign language programs has significant potential to enhance student motivation. However, realizing this potential will depend on intentional blended curriculum design and addressing possible pitfalls. Several key design principles emerge:
• to foster relevance by aligning MOOC materials with course topics and student backgrounds. This tailoring amplifies interest;
• to structure autonomous goal-setting activities and progress tracking to maximize self-directed engagement;
• to balance flexibility with scaffolds like deadlines. Too much openness risks procrastination;
• to align assessments to underscore importance of online components for the overall course;
• to provide opportunities for online and face-to-face social interaction around MOOC materials to meet needs for relatedness.
Additionally, educators must anticipate motivational barriers in blended contexts. Students may resent perceived duplication between MOOCs and classroom teaching. Without sufficient buy-in, online courses become an added burden rather than motivational asset. Instructors should clearly communicate the value-added of blended models. Technological issues like LMS integration can also frustrate learners and dampen motivation. Adequate technical support resources are essential. Moreover, seats in companion in-person courses must be available, or the flexibility promise of MOOC supplements is undermined.
In conclusion, thoughtfully designed blended language curricula with MOOCs have great potential to increase student drive by meeting motivational needs. But realization of this potential is not automatic. By considering motivational theory, existing literature, and possible pitfalls, university instructors can make informed decisions to maximize the motivational affordances of open online courses for language learners. Additional empirical research can build on the theoretical groundwork established here.
Литература
1. Азимов, Э.Г. Массовые открытые онлайн-курсы в обучении русскому языку как иностранному: преимущества и проблемы / Э.Г. Азимов // Право и образование. 2018. № 10. С. 38-48.
2. Балмасова, Т.А. Из опыта использования мобильных приложений в обучении второму иностранному языку / Т.А. Балмасова // Вестник педагогических наук. 2022. № 8. С. 224-227.
3. Борщева, В.В. Особенности использования массовых открытых онлайн-курсов в обучении иностранному языку для специальных целей / В.В. Борщева // Вестник Пермского национального исследовательского политехнического университета. Проблемы языкознания и педагогики. 2017. № 1. С. 86-95.
4. Ваганова, Н. В. Образовательный потенциал массового открытого онлайн-курса (МООК) в обучении Иностранному языку студентов заочного отделения неязыковых вузов / Н. В. Ваганова, О. А. Демина, В. Л. Лунина, О. В. Телегина // Вестник Нижегородского государственного лингвистического университета им. Н А. Добролюбова. 2018. № 42. С. 135-145.
5. Ищенко, В.Г. Цифровые технологии как магистральные стратегии в развитии современного образования / В.Г. Ищенко, Е.А. Сергиевская // Заметки ученого. 2022. № 7. С. 126-129.
6. Кирякова, О.А. Применение аутентичных видеоматериалов как способ формирования иноязычной коммуникативной компетенции у студентов неязыкового вуза / О.А. Кирякова // Сибирский учитель. 2022. № 1(140). С. 17-25.
7. Кобелева, Е.П. Формирование экзистенциальных навыков студентов в процессе иноязычной подготовки в вузе / Е.П. Кобелева, Е.Н. Матвиенко, А.С.
Комкова // Современные проблемы науки и образования. 2022. № 6-1. С. 6.
8. Кононыхина, О.В. Мотивация студентов при дистанционном обучении / О.В. Кононыхина // Международный журнал гуманитарных и естественных наук. 2021. № 2-1(53). С. 107-111.
9. Петрищева, Н.С. Формирование учебной автономии студентов посредством массовых открытых онлайн-курсов в профессиональном лингвообразовании / Н.С. Петрищева, Т.Г. Рыбалко // Педагогика. Вопросы теории и практики. 2019. Т. 4, № 3. С. 91-96.
10. Свойкина, Л.Ф. Массовый открытый онлайн курс как средство обучения иностранных граждан русскому языку в современных условиях / Л.Ф. Свойкина,
0.Н. Польшикова // Проблемы современного педагогического образования. -2021. - № 72-3. - С. 311-314.
11. Семаева, О.В. Использование ресурсов МООК в преподавании иностранного языка в вузе / О.В. Семаева // Человеческий капитал и профессиональное образование. 2021. № 1(35). С. 17-24.
12. Скибицкий, Э.Г. Педагогический инструментарий формирования иноязычной профессиональной коммуникативной компетентности экономистов / Э.Г. Скибицкий, С.В. Чусовлянова, И.С. Волегжанина // Сибирский педагогический журнал. 2011. № 4. С. 111-118.
13. Титова, С.В. Массовые открытые онлайн-курсы в российском образовании: миф или реальность? / С.В. Титова // Вестник Московского университета. Серия 19: Лингвистика и межкультурная коммуникация. 2016. №
1. С. 53-65.
14. Титова, С.В. МООК в российском образовании / С.В. Титова // Высшее образование в России. 2015. № 12. С. 145-151.
15. Sanz G. M. 2021. LMOOCs to Integration of Displaced People / Anales de Filologia Francesa. 2021. No. 29. P. 89-101.
16. Gromoglasova, T.I. Current Foreign Language Textbook for Universities / T.I. Gromoglasova, T.A. Kolesnikova // Сибирский учитель. 2023. No. 2(147). P. 36-41.
17. Hao, L.A Study on MOOC and Foreign Language Teaching in the Big Data Age-Challenges and Opportunities / L.A. Hao // Agro Food Industry Hi-Tech. 2017. Vol. 28 (3). P. 48-61
18. Haugsbakken, H. Five Learning Design Principles to Create Active Learning for Engaging with Research in a MOOC / European Journal of Open, Distance and E-Learning. 2020. No. 23 (1). P. 125-139.
19. Heinsch, B., MOOC: A New Teaching/learning Scenario for Foreign Languages / B. Heinsch, M. Nieves // Revista D'innovacio Educativa. 2015. Vol. 14. P. 91-102
20. Kandeel, R. H. Lmooc for Developing Teaching and Learning French as a Foreign Language (FFL) / XLinguae. 2020. No. 13 (1). P. 214-223.
21. Kiryakova, O.A. E-portfolio as a means of formation of students' professional foreign language communicative competence in technical higher education institu-
tions / O.A. Kiryakova // Сибирский учитель. 2022. No. 6(145). P. 88-92.
22. Liang, X., Jin P. An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform / International Journal of Emerging Technologies in Learning. 2019. No. 14 (15). P. 25-40.
23. Palacios H., Francisco J., Huertas A., Gómez P. M. MOOCs: Origins, Concept and Didactic Applications: A Systematic Review of the Literature (2012-2019) / Technology, Knowledge and Learning. 2020. No. 25 (4). P. 241-252.
24. Rahimi, A. R., Tafazoli D. EFL Learners' Attitudes Toward the Usability of LMOOCs: A Qualitative Content Analysis / Qualitative Report. 2022. No. 27 (1). P. 92-105.
25. Sharova, T., Bodyk O., Kravchenko V., Zemlianska A., Nisanoglu N. Quantitative Analysis of MOOC for Language Training / International Journal of Information and Education Technology. 2022. No. 12 (5). P. 269-283.
26. Wen, Y., Shuang P. Cultivation of Students' Independent Learning Ability in Teaching Chinese as a Foreign Language Based on the CDIO Model of Guiding Data Structures and Hidden Markov Algorithms / Security and Communication Networks. 2022 No. 46. P. 196-210.
27. Zubkov, A. D. MOOCs as Resource for Content and Language Integrated Learning at University / A. D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 499. P. 112-119.
28. Zubkov, A. D. MOOCs in competence approach to EFL Training of Transport Professionals / A. D. Zubkov // Transportation Research Procedia. 2022. Vol. 63. P. 1804-1809.
29. Zubkov, A. D. Professional Foreign Language Competence of Technical Students: Content, Structure and Formation / A. D. Zubkov // Lecture Notes in Networks and Systems. 2020. Vol. 131. P. 503-510.
30. Zubkov, A. Increasing Effectiveness of Foreign Language Teaching of Transport University Students in Process of Online Learning / A. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 403. P. 438-445.
31. Zubkov, A.D. Discursive Approach to Foreign Language Training via Massive Open Online Courses / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 636. P. 431-439.
32. Zubkov, A.D. Implementation of CLIL Approach via Moocs: Case Study of Siberian Transport University / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 402. P. 1002-1010.
33. Zubkov, A.D. Teaching Foreign Language in Transport University Using Massive Open Online Courses: Pilot Study / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 403. P. 92-100.
34. Zubkov, A.D. Using MOOCs to Teach Foreign Language Writing to University Students / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 499. P. 23-31.
References
1. Azimov E.G. Massovye otkrytye onlayn-kursy v obuchenii russkomu ya-zyku kak inostrannomu: preimushchestva i problemy [Massive open online courses in teaching Russian as a foreign language: advantages and challenges]. Pravo i obrazo-vanie, 2018, no. 10, pp. 38-48.
2. Balmasova T.A. Iz opyta ispol'zovaniya mobil'nykh prilozheniy v obuchenii vtoromu inostrannomu yazyku [On the experience of using mobile applications in teaching a second foreign language]. Vestnik pedagogicheskikh nauk, 2020, no. 8, pp. 224-227.
3. Borshcheva V.V. Osobennosti ispol'zovaniya massovykh otkrytykh on-layn-kursov v obuchenii inostrannomu yazyku dlya spetsial'nykh tseley [Features of using massive open online courses in teaching a foreign language for specific purposes]. Vestnik Permskogo natsional'nogo issledovatel'skogo politekhnicheskogo univer-siteta. Problemy yazykoznaniya i pedagogiki, 2017, no. 1, pp. 86-95.
4. Vaganova N.V. Obrazovatel'nyy potentsial massovogo otkrytogo onlayn-kur-sa (MOOK) v obuchenii Inostrannomu yazyku studentov zaochnogo otdeleniya neya-zykovykh vuzov [The educational potential of massive open online courses (MOOCs) in teaching a foreign language to correspondence department students of non-linguistic universities]. Vestnik Nizhegorodskogo gosudarstvennogo lingvisticheskogo uni-versiteta im. N.A. Dobrolyubova, 2018, no. 42, pp. 135-145.
5. Ishchenko V.G. Tsifrovye tekhnologii kak magistral'nye strategii v razvitii sovremennogo obrazovaniya [Digital technologies as the main strategies in the development of modern education]. Zametki uchenogo, 2022, no. 7, pp. 126-129.
6. Kiryakova O.A. Primenenie autentichnykh videomaterialov kak sposob formirovaniya inoyazychnoy kommunikativnoy kompetentsii u studentov neyazyko-vogo vuza [The use of authentic video materials as a way to develop foreign language communicative competence among non-linguistic university students]. Sibirskiy uchi-tel', 2022, no. 1(140), pp. 17-25.
7. Kobeleva E.P. Formirovanie ekzistentsial'nykh navykov studentov v prot-sesse inoyazychnoy podgotovki v vuze [Formation of students' existential skills in the process of foreign language training at the university]. Sovremennye problemy nauki i obrazovaniya, 2022, no. 6-1, pp. 6.
8. Kononykhina O.V. Motivatsiya studentov pri distantsionnom obuchenii [Student motivation in distance learning]. Mezhdunarodnyy zhurnal gumanitarnykh i est-estvennykh nauk, 2021, no. 2-1(53), pp. 107-111.
9. Petrishcheva N.S. Formirovanie uchebnoy avtonomii studentov posredstvom massovykh otkrytykh onlayn-kursov v professional'nom lingvoobrazovanii [Developing students' educational autonomy through massive open online courses in vocational language education]. Pedagogika. Voprosy teorii i praktiki, 2019, T. 4, no. 3, pp. 91-96.
10. Svoykina L.F. Massovyy otkrytyy onlayn kurs kak sredstvo obucheniya in-ostrannykh grazhdan russkomu yazyku v sovremennykh usloviyakh [A massive open
online course as a means of teaching Russian to foreign citizens in modern conditions]. Problemy sovremennogo pedagogicheskogo obrazovaniya, 2021, no. 72-3, pp. 311314.
11. Semaeva O.V. Ispol'zovanie resursov MOOK v prepodavanii inostrannogo yazyka v vuze [The use of MOOC resources in teaching a foreign language at a university]. Chelovecheskiy kapital i professional'noe obrazovanie, 2021, no. 1(35), pp. 17-24.
12. Skibitskiy E.G. Pedagogicheskiy instrumentariy formirovaniya inoyazych-noy professional'noy kommunikativnoy kompetentnosti ekonomistov [Pedagogical tools for developing foreign language professional communicative competence of economists]. Sibirskiy pedagogicheskiy zhurnal, 2011, no. 4, pp. 111-118.
13. Titova S.V. Massovye otkrytye onlayn-kursy v rossiyskom obrazovanii: mif ili real'nost'? [MOOCs in Russian education: myth or reality?]. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul'turnaya kommunikatsiya, 2016, no. 1, pp. 53-65.
14. Titova S.V. MOOK v rossiyskom obrazovanii [MOOCs in Russian education]. Vysshee obrazovanie v Rossii, 2015, no. 12, pp. 145-151.
15. Sanz G.M. 2021. LMOOCs to Integration of Displaced People / Anales de Filologia Francesa. 2021. No. 29. P. 89-101.
16. Gromoglasova T.I. Current Foreign Language Textbook for Universities / T.I. Gromoglasova, T.A. Kolesnikova // Siberian Teacher. 2023. No. 2(147). P. 36-41.
17. Hao, L.A Study on MOOC and Foreign Language Teaching in the Big Data Age-Challenges and Opportunities / L.A. Hao // Agro Food Industry Hi-Tech. 2017. Vol. 28 (3). P. 48-61
18. Haugsbakken, H. Five Learning Design Principles to Create Active Learning for Engaging with Research in a MOOC / European Journal of Open, Distance and E-Learning. 2020. No. 23 (1). P. 125-139.
19. Heinsch, B. MOOC: A New Teaching/learning Scenario for Foreign Languages / B. Heinsch, M. Nieves // Revista D'innovació Educativa. 2015. Vol. 14. P. 91-102
20. Kandeel, R. H. Lmooc for Developing Teaching and Learning French as a Foreign Language (FFL) / XLinguae. 2020. No. 13 (1). P. 214-223.
21. Kiryakova, O.A. E-portfolio as a means of formation of students' professional foreign language communicative competence in technical higher education institutions / O.A. Kiryakova // Siberian Teacher. 2022. No. 6(145). P. 88-92.
22. Liang, X., Jin P. An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform / International Journal of Emerging Technologies in Learning. 2019. No. 14 (15). P. 25-40.
23. Palacios H., Francisco J., Huertas A., Gómez P. M. MOOCs: Origins, Concept and Didactic Applications: A Systematic Review of the Literature (2012-2019) / Technology, Knowledge and Learning. 2020. No. 25 (4). P. 241-252.
24. Rahimi, A. R., Tafazoli D. EFL Learners' Attitudes toward the Usability of LMOOCs: A Qualitative Content Analysis / Qualitative Report. 2022. No. 27 (1). P.
92-105.
25. Sharova, T., Bodyk O., Kravchenko V., Zemlianska A., Nisanoglu N. Quantitative Analysis of MOOC for Language Training / International Journal of Information and Education Technology. 2022. No. 12 (5). P. 269-283.
26. Wen, Y., Shuang P. Cultivation of Students' Independent Learning Ability in Teaching Chinese as a Foreign Language Based on the CDIO Model of Guiding Data Structures and Hidden Markov Algorithms / Security and Communication Networks. 2022 No. 46. P. 196-210.
27. Zubkov, A. D. MOOCs as Resource for Content and Language Integrated Learning at University / A. D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 499. P. 112-119.
28. Zubkov, A. D. MOOCs in competence approach to EFL Training of Transport Professionals / A. D. Zubkov // Transportation Research Procedia. 2022. Vol. 63. P. 1804-1809.
29. Zubkov, A. D. Professional Foreign Language Competence of Technical Students: Content, Structure and Formation / A. D. Zubkov // Lecture Notes in Networks and Systems. 2020. Vol. 131. P. 503-510.
30. Zubkov, A. Increasing Effectiveness of Foreign Language Teaching of Transport University Students in Process of Online Learning / A. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 403. P. 438-445.
31. Zubkov, A.D. Discursive Approach to Foreign Language Training via Massive Open Online Courses / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 636. P. 431-439.
32. Zubkov, A.D. Implementation of CLIL Approach via MOOCs: Case Study of Siberian Transport University / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 402. P. 1002-1010.
33. Zubkov, A.D. Teaching Foreign Language in Transport University Using Massive Open Online Courses: Pilot Study / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 403. P. 92-100.
34. Zubkov, A.D. Using MOOCs to Teach Foreign Language Writing to University Students / A.D. Zubkov // Lecture Notes in Networks and Systems. 2022. Vol. 499. P. 23-31.
