This paper explores how the integration of an existing MOOC (Massive Open Online Course) into ELT university programmes can affect students' beliefs, while at the same time providing them with the opportunity to engage in reflection with a global community of practice.

154 participants from the UK, China and the Netherlands engaged in multi-layered virtual exchanges and discussed what it means to be an autonomous teacher in the digital age. The results, filtered through the analysis of an 'expert student', provide context-specific viewpoints on teacher education and blended learning.

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