A Study on OERs, MOOCs, and LMOOCs for University Students: How Do They Perceive and Use Them?

本稿は，語学に特化したMOOC（略称LMOOC：massive open and online courses designed specifically for language learning）を英語カリキュラムに導入するための予備調査の結果を報告する。アンケート調査は2017 年7 月に東京を所在地とする大学の単一学部で行い，有効回答数70 を得た。対象サンプルは情報通信技術（ICT）のスキルが高い学習者グループである点に特徴をもつ。データ分析の結果， 1 ）オープンな教育資源（OER）に関する知識と利用は浸透しているが，MOOCとLMOOCに関する知識・利用は開発途上にあること，また， 2 ）学生のデジタル学習に対する期待が，従来の学習方法のイメージや経験により狭まっている可能性を認めた。付随して，本研究ではアンケート調査の質問法にスライダーを採用し，その機能性も検証しているが，3 ）スライダーには妥当性ある統計処理の可能性が示唆された。結びに，LMOOCを用いた英語コースの設計に向けて，今後に期待される研究課題と実践研究を考える。 This paper reports on the results of an exploratory survey research regarding the readiness for massive open and online courses (MOOCs) and those designed specifically for language learning (LMOOCs). The survey was executed in a single university in the Tokyo area in July 2017 and valid responses from 70 undergraduate students were obtained. The respondents are distinctive in that they presumably have high information and communications technology skills. The survey reveals the following: 1) the knowledge and use of open educational resources (OERs) are fairly spread but those of MOOCs and LMOOCs are still being developed, and 2) the students’ notions of digital learning may have been limited by their previous traditional views/experiences of learning. As an exploration of the research method, the slider question format was included in the online survey, which gained a high usability. Potential validity to offset weaknesses of the convention is likewise observed. The paper also discusses future research and practices to implement LMOOCs in specific contexts