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Designing MOOCs as Interactive Places for Collaborative Learning

Authors:

Saijing Zheng,

Mary Beth Rosson,

Patrick C. Shih,

John M. CarrollAuthors Info & Claims

L@S '15: Proceedings of the Second (2015) ACM Conference on Learning @ Scale

Pages 343 - 346

https://doi.org/10.1145/2724660.2728689

Published: 14 March 2015 Publication History

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Abstract

The Massive Open Online Course (MOOC) paradigm has developed rapidly and achieved significant attention from a broad range of populations. However, many people who enroll in MOOCs do not have successful learning experiences. For example, some studies suggest that the relatively weak feelings of community and meager opportunities for collaboration may be contributing to a high dropout rate in MOOCs. In light of such problems, we are exploring new design features that could support enhanced social interactions, collaborative learning and feelings of community. We present our design ideas through a set of activity design scenarios, along with an analysis of possible benefits and negative consequences of our design.

References

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Cited By

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Zint MPorter PBellino M(2023)Can Co-Creating and Participating in a Massive Open Online Course (MOOC) Develop Climate Change Leaders?Sustainability10.3390/su1512978115:12(9781)Online publication date: 19-Jun-2023
https://doi.org/10.3390/su15129781
Psathas GChatzidaki TDemetriadis S(2023)Predictive Modeling of Student Dropout in MOOCs and Self-Regulated LearningComputers10.3390/computers1210019412:10(194)Online publication date: 27-Sep-2023
https://doi.org/10.3390/computers12100194
Joyner DRusch ADuncan AWojcik JPopescu DSpikol DViberg OMartínez-Monés AGuo P(2023)Teaching at Scale and Back Again: The Impact of Instructors' Participation in At-Scale Education Initiatives on Traditional InstructionProceedings of the Tenth ACM Conference on Learning @ Scale10.1145/3573051.3593389(144-155)Online publication date: 20-Jul-2023
https://dl.acm.org/doi/10.1145/3573051.3593389
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Index Terms

Designing MOOCs as Interactive Places for Collaborative Learning
1. Human-centered computing
  1. Collaborative and social computing
    1. Collaborative and social computing theory, concepts and paradigms
      1. Computer supported cooperative work
2. Social and professional topics
  1. Professional topics
    1. Computing and business
      1. Computer supported cooperative work

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L@S '15: Proceedings of the Second (2015) ACM Conference on Learning @ Scale

March 2015

438 pages

ISBN:9781450334112

DOI:10.1145/2724660

General Chair:
Gregor Kiczales
University of British Columbia
,
Program Chairs:
Daniel M. Russell
Google
,
Beverly Woolf
University of Massachusets, Amherst

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Association for Computing Machinery

New York, NY, United States

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Published: 14 March 2015

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L@S 2015

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L@S 2015: Second (2015) ACM Conference on Learning @ Scale

March 14 - 18, 2015

BC, Vancouver, Canada

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L@S '15 Paper Acceptance Rate 23 of 90 submissions, 26%;

Overall Acceptance Rate 117 of 440 submissions, 27%

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Zint MPorter PBellino M(2023)Can Co-Creating and Participating in a Massive Open Online Course (MOOC) Develop Climate Change Leaders?Sustainability10.3390/su1512978115:12(9781)Online publication date: 19-Jun-2023
https://doi.org/10.3390/su15129781
Psathas GChatzidaki TDemetriadis S(2023)Predictive Modeling of Student Dropout in MOOCs and Self-Regulated LearningComputers10.3390/computers1210019412:10(194)Online publication date: 27-Sep-2023
https://doi.org/10.3390/computers12100194
Joyner DRusch ADuncan AWojcik JPopescu DSpikol DViberg OMartínez-Monés AGuo P(2023)Teaching at Scale and Back Again: The Impact of Instructors' Participation in At-Scale Education Initiatives on Traditional InstructionProceedings of the Tenth ACM Conference on Learning @ Scale10.1145/3573051.3593389(144-155)Online publication date: 20-Jul-2023
https://dl.acm.org/doi/10.1145/3573051.3593389
Goswami LZeinoddin PEstier TCherubini M(2023)Supporting Collaboration in Introductory Programming Classes Taught in Hybrid Mode: A Participatory Design StudyProceedings of the 2023 ACM Designing Interactive Systems Conference10.1145/3563657.3596042(1248-1262)Online publication date: 10-Jul-2023
https://dl.acm.org/doi/10.1145/3563657.3596042
Karsen MUzir NAbdul Rahman SKurniawan Y(2023)Incompletion Rate Factors in MOOC: A Systematic Literature Review2023 International Conference on University Teaching and Learning (InCULT)10.1109/InCULT59088.2023.10482740(1-6)Online publication date: 18-Oct-2023
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Han JYang CChernyshov GFu ZHorii RNarumi TKunze K(2021)Exploring Collective Physiology Sharing as Social Cues to Support Engagement in Online LearningProceedings of the 20th International Conference on Mobile and Ubiquitous Multimedia10.1145/3490632.3497827(192-194)Online publication date: 5-Dec-2021
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Li HKim MXiong Y(2020)Individual Learning Vs. Interactive Learning: A Cognitive Diagnostic Analysis of MOOC Students’ Learning BehaviorsAmerican Journal of Distance Education10.1080/08923647.2019.169702734:2(121-136)Online publication date: 24-Feb-2020
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Castillo VMartínez-García ASoriano-Equigua LMaciel-Mendoza FÁlvarez-Flores JJuárez-Ramírez R(2019)An interaction framework for supporting the adoption of EHRS by physiciansUniversal Access in the Information Society10.1007/s10209-018-0612-x18:2(399-412)Online publication date: 1-Jun-2019
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Learning outside the classroom through MOOCs

Retention in MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories

Integration of MOOCs in Regular Courses

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