71 © 2017 Marina Orsini-Jones, Barbara Conde Gafaro, and Shooq Altamimi (CC BY) 7 Integrating a MOOC into the postgraduate ELT curriculum: refecting on students’ beliefs with a MOOC blend Marina Orsini-Jones 1 , Barbara Conde Gafaro 2 , and Shooq Altamimi 3 Abstract T his chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) Understanding Language: Learning and Teaching was integrated into the curriculum of the Master of Arts (MA) in English Language Teaching (ELT) at Coventry University (UK). The MOOC was designed by the University of Southampton in collaboration with the British Council and many of its topics appeared to coincide with those on the MA in ELT module ‘Theories and Methods of Language Learning and Teaching’. The initial blend trialled for the project included all students covering the same topics in various ways, e.g. in face-to-face workshops at Coventry University, on the MOOC with thousands of participants, and on the institutional virtual learning environment – Moodle – with peers on the module. This enhanced blend afforded unique opportunities for refection on the problematic areas of knowledge encountered by students on the MA in ELT, such as learner autonomy. The work reported here was carried out by one of the authors (Altamimi), an ‘expert student’ who replicated the 1. Coventry University, Coventry, United Kingdom; m.orsini@coventry.ac.uk 2. Coventry University, Coventry, United Kingdom; condegab@uni.coventry.ac.uk 3. Ministry of Education, Isa Town, Bahrain; shoug.altamimi@windowslive.com How to cite this chapter: Orsini-Jones, M., Conde Gafaro, B., & Altamimi, S. (2017). Integrating a MOOC into the postgraduate ELT curriculum: refecting on students’ beliefs with a MOOC blend. In Q. Kan & S. Bax (Eds), Beyond the language classroom: researching MOOCs and other innovations (pp. 71-83). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.mooc2016.672