URN_NBN_SI_doc-1D4XMATL

Lyn Robinson, David Bawden 180 Knjižnica, 2018, 62 (1–2), 169–185 in all cultures, and that collaborative group-working may be better accepted than individual work. Cultural differences may particularly manifest in different attitudes to, and understanding, issues of plagiarism, attribution and copyright; in some Asian cultures, for example, the necessity to cite, and to avoid copying, runs counter to cultural norms (Han, 2012; Zhao & Mawhinney, 2015). Some lessons may be learned from the ways IL is taught in the context of foreign language learning, where transcultural competences, and appreciation of differences in meaning and worldview, are important (Hicks, 2013). 6 MOOCs for IL MOOCs, generally understood as online courses in any subject area with unlimit- ed enrolment, first appeared in 2008. Increased usage, and many new providers, led to 2012 being described as the ‘year of the MOOC’. Then disenchantment, due to very poor completion rates (usually well below 10 %), concerns about quality, and problems of sustainability, with providers potentially putting in a lot of ef- fort for little financial return. Subsequently, there has been a revision of ideas, and progress on a more realistic basis as well as consideration of the wider place of MOOCs in lifelong learning. There is a very large literature on MOOCs; for an introduction, see Haber (2014), Alman and Jumba (2017) and De Corte, Engwall and Teichler (2016). From the beginning, a distinction was made between two main types of MOOC: –– cMOOCs, or connectivist MOOCs, are based on a social constructivist approach, with learning happening mainly through social interaction. Their content and structure emphasise collaboration and joint working between learners, and peer- or self-assessment. The typical cMOOC comprises a collection of resourc- es accessed in a loosely sequential manner, but with opportunity for students to develop their learning in their own way, using tools for collaboration and discussion. –– xMOOCs, or extended MOOCs (in the sense that they generally extend other forms of education or professional development for most learners), have a tra- ditional course structure, with a linear syllabus, largely controlled by instruc- tors, with limited interaction between learners, and with automated quizzes for assessments. The typical xMOOC has a weekly sequence of short video lectures or podcasts, supplementary readings, and a quiz, with less frequent assignments or group activities.