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Data were collected during Summer 2018 via semi-structured interviews with seven instructors across six countries. Results show that coordinating with a design team and using multiple moderators plus forums support efficient course delivery and learner monitoring. Instructors report that rigid platform structures can limit activity and assessment tool variety, and emphasize a learner-centered, interaction-focused approach. 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Bonk 2  \n 0000-0002-6365-9502  \n1 Nanyang Technological University, SINGAPORE  \n2 Instructional Systems Technology Department, School of Education, Indiana University, Bloomington, IN, USA  \n* Corresponding author: [dr.cristinadiordieva@gmail.com](dr.cristinadiordieva@gmail.com)  \nCitation: Diordieva, C., & Bonk, C. J. (2023) . Instructors’ perspectives in design and L-MOOCs: A qualitative look.  \nContemporary Educational Technology, 15(3), ep425. [https://doi.org/10.30935/cedtech/13099](https://doi.org/10.30935/cedtech/13099)  \nARTICLE INFO ABSTRACT  \n\n| Received: 29 Dec 2022\u003Cbr>Accepted: 14 Mar 2023 | This qualitative phenomenological study investigates international instructors’ perspectives and experiences in designing a successful language-based massive open online course (L-MOOC) . Detailed information was gathered during Summer 2018 about the instructor’s challenges and strategies through semi-structured interviews with seven participants in six different countries: Ireland, Italy, Norway, Spain, the United Kingdom, and the United States. The findings indicated that curating and facilitating a learning environment with a design team helps create an efficient L-MOOC delivery. Additionally, having multiple moderators per course and using forums helps with monitoring learners’ progress. Moreover, according to these seven L-MOOC instructors, having a course platform with rigid structures prevents using multiple activities and assessment tools for language learning. Interviewees argued that it is important to implement a learnercentered approach in L-MOOC, where learners can interact with each other and construct their knowledge. Future research studies may include exploring L-MOOC to address the best instructional practices and contribute to expanding research in language education in massive open online course environment.\u003Cbr>Keywords: language-based massive open online courses, online language learning, learnercentered approach, instructors’ perspectives, qualitative approach |\n| --- | --- |\n| INTRODUCTION |  |\n\nMassive open online courses (MOOCs) are an educational opportunity that permits an enormous number of learners worldwide to participate in a single learning experience on a common platform, such as Coursera, FutureLearn, and edX (e.g., Bonk et al., 2015, 2018; Stracke, 2017; Stracke et al., 2023; Zhang et al., 2020) . MOOCs have been envisioned as a way to increase access to education and help to democratize it. Compared to closed online courses, MOOCs generally have more diverse participants in terms of their backgrounds, ages, cultures, identities, readiness, and language proficiencies (Jasnani, 2013; Lu et al., 2020) . Additionally, research on inclusive MOOCs reveals that instructors should consider the main design strategies and challenges encountered in online learning as well as the specific challenges in MOOCs (Bonk et al., 2018); among the major challenges is the large number of students from different ages, cultures, languages, backgrounds, and motivational situations (e.g., Anderson et al., 2013; Zhu et al., 2021) . Suffice to say, MOOCs place significant demands on instructors who strive to find and utilize the most effective and engaging instructional strategies for their students.  \nThis study is derived from the EdD project of the first author.  \nMOOCs exist for thousands of courses such as data analysis and statistics, professional development of teachers, creative writing, career development, food production, Egyptian culture, and so on. More specifically, foreign languages are becoming a relatively popular area of this vast field. A language-based massive open online course (L-MOOC) is a mechanism for delivering language-based instruction that includes a bro","cbCaipOtxBV35LKH","https://ap.wps.com/l/cbCaipOtxBV35LKH","pdf",321478,15,"English","# Abstract\n# Introduction\n## MOOCs and democratizing access\n## Language-based MOOCs (L-MOOCs) and instructional tools\n## Instructor requirements and platform challenges","[{\"question\":\"What research method and participant scope does the study use?\",\"answer\":\"The study uses a qualitative phenomenological approach. It collects data through semi-structured interviews with seven instructors in six countries during Summer 2018.\"},{\"question\":\"What strategies help instructors deliver effective L-MOOCs?\",\"answer\":\"Instructors report that curating and facilitating the learning environment with a design team improves delivery efficiency. They also describe multiple moderators per course and the use of forums to monitor learners’ progress.\"},{\"question\":\"What platform-related limitations do instructors highlight?\",\"answer\":\"The study indicates that rigid course-platform structures prevent using multiple activities and assessment tools for language learning, limiting instructional flexibility.\"}]","Instructors’ perspectives in design and L-MOOCs: A qualitative look | PDF",1792090404,38]