Table 1
Students’ technology use.
| Student No. | Gender | Digital device(s) other than mobile phones | Internet access method(s) | Internet access place(s) | Frequency of time spent on Internet |
|---|---|---|---|---|---|
| 1 | M | No | Mobile | Home | Very often |
| 2 | M | Laptop | Mobile | Home | Sometimes |
| 3 | F | Laptop | Mobile | Home | Very often |
| 4 | M | Computer | Mobile | Dormitory | Always |
| 5 | F | Laptop | Mobile | University | Always |
| 6 | F | Laptop | Mobile | Home | Very often |
| 7 | F | Laptop | Mobile | Home | Very often |
| 8 | F | No | Mobile | Home | Always |
| 9 | M | Laptop | Mobile | Everywhere | Sometimes |
| 10 | M | Computer | Mobile | Home | Always |
| 11 | M | Laptop | Mobile | University | Always |
| 12 | F | Laptop | Mobile | Home | Very often |
| 13 | F | Laptop | Mobile | Home | Rarely |
| 14 | F | No | Mobile | Home | Very often |
| 15 | F | No | Mobile | Home | Very often |
Table 2
The online interfaces in the MOOC obtained from the text data.
| The online interfaces | Benefits |
|---|---|
| 1. Language Use | Provides clear, step-by-step instruction to achieve goals |
| Bullet points | Helps to reveal important points in one place: “I can see these notes are better than mine. They are very clear and informative.” |
| Content | Offers appropriate teaching with an overview, with weekly and general topics appearing in the course |
| Web links | Extends learning materials and examples beyond those just in the course materials |
| Summaries | “An effective way to check what was learned in the previous week” to pursue learning |
| Tables and diagrams | Helps in deducing what to take in from the course |
| Highlighted texts and images | Focuses attention to key concepts |
| Font style | Distinguishes between types of materials and concepts |
| 2. Quizzes | “A good way to practise” and “evaluate myself” |
| A variety of exercises at the end of each weekly topic | Repeats and reinforces what has been learned |
| Right or wrong functions | “A good way to be warned until I find the right answer” |
| Colours | Draws attention to questions |
| Giving hints | Makes it easier to reply to questions |
| 3. Examples | “A great chance to understand topics by giving examples and explaining each example” |
| Exemplifying, for instance, essay types and giving suggestions on books to read | “Not feeling lost but integrated into the course” |
| Showing different ways to achieve learning goals, such as writing a good heading or note-taking etc. | “I can now better understand the aim is to teach thoroughly” |
| Contradictory use of words | “Feeling part of the teaching by looking at diverse perspectives” |
| Dealing with realistic or real-life issues | Promotes problem-solving: “I can understand that I can correct both my and my friends’ mistakes.” |
| 4. Videos and Audios | Impacts on language skills and the curiosity |
| Subtitles and transcripts | Checks how to pronounce some words and if known words are correctly pronounced |
| Accent | Promotes familiarity with native speakers’ speaking |
| 5. Comment section | “Nice to share ideas and hear others’ ideas” |