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Related Experiment Video

Updated: Jul 3, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Development of a blended MOOC implementation model for English language learning: An interpretive structural modeling

Anh Tuan Pham1,2, Muhammad Ridhuan Tony Lim Abdullah1

  • 1Department of Management, Universiti Teknologi PETRONAS, Perak, Malaysia.

Plos One
|July 1, 2026
PubMed
Summary

This study introduces a structured model for blended Massive Open Online Courses (MOOCs) in English as a Foreign Language (EFL) education. It provides a framework for effective planning, implementation, and evaluation to enhance learning outcomes.

Related Experiment Videos

Last Updated: Jul 3, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Curriculum Development

Background:

  • Massive Open Online Courses (MOOCs) offer scalable, flexible, and inclusive learning opportunities in English language education.
  • Existing research on MOOCs and blended learning lacks a structured framework for effective integration into formal education, particularly in specific contexts like Vietnam.
  • There is a need for a systematic approach to implementing blended MOOCs (bMOOCs) that considers institutional, technological, and learner-specific factors.

Purpose of the Study:

  • To develop and validate a structured implementation model for blended MOOCs (bMOOCs) specifically for undergraduate English as a Foreign Language (EFL) instruction.
  • To identify and organize key implementation elements into a coherent framework for effective bMOOC integration.
  • To provide practical guidance for stakeholders in EFL education to enhance English language instruction in the digital age.

Main Methods:

  • Interpretive Structural Modelling (ISM) was employed to identify and validate 20 key sub-indicators for bMOOC implementation.
  • The indicators were systematically grouped into three interconnected phases: planning, implementation, and evaluation.
  • A learner-centered approach was adopted, emphasizing analysis of learner backgrounds, motivations, objectives, materials, technology, instructional strategies, participation, and feedback.

Main Results:

  • A validated structured implementation model for bMOOCs in EFL instruction was developed.
  • The model comprises 20 key sub-indicators across planning, implementation, and evaluation phases.
  • Key elements include learner analysis, clear objectives, appropriate materials/technology, effective strategies, learner participation, technical support, formative assessment, and feedback.

Conclusions:

  • The developed bMOOC implementation model offers a practical, learner-centered framework for enhancing EFL education.
  • The model addresses common challenges in blended learning environments and provides guidance for administrators, educators, and curriculum developers.
  • Effective implementation of bMOOCs, guided by this model, can significantly improve the quality of English language instruction in higher education.