Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study

Abstract

This exploratory study focuses on the design and evaluation of teaching analytics that relate social learning structure with performance measures in a massive open online course (MOOC) prototype environment. Using reflexive analysis of online learning trace data and qualitative performance measures we present an exploratory empirical study that: (a) rigorously evaluates a novel, multi‐dimensional performance construct; (b) describes differences in small group dynamics and structure; and (c) draws a connection between learning performance and group structure. Performance is operationalized using a combination of knowledge construction measurement from discussion boards, rigorous analysis of student work products and several indicators of small group identity in the course examined. Interview and observational data are used to develop an approach for deriving and validating a model of the social structure of students in the course using traces of interaction data. The connection between performance and structure is developed at the small group unit of analysis. Implications for MOOC design, scaling MOOC analytics and a vision for developing social sensors in MOOC environments are presented in the discussion and conclusion.

Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach

“…However, this definition does not recognise that both the learning and teaching processes are intertwined. Also, most of the research in LA collects data about the student learning or behaviour, to provide feedback to the teacher Ginon et al 2016;Goggins et al 2016;Shen et al 2018;Suehiro et al 2017), see, for example, the iKlassroom conceptual proposal by , which highlights a map of the classroom to help contextualise realtime data about the learners in a lecture. Although, a few research draw attention to the analysis of teacher-gathering and teaching practice artefacts, such as lesson plans.…”

“…The network analysis approach is another promising field of teacher inquiry, especially if combined with systematic, effective qualitative research methods (Goggins et al 2016). However, researchers and teacher who wish to utilise social network analysis must be specific about what inquiry they want to achieve.…”

Patterns of Participation and Social Connections in Online Discussion Forums

“…The authors believe that considering the timing factor during the process of social construction of knowledge and the SNA (e.g., deLaat et al, 2007) provide important inputs for regulation of the learning processes (e.g., to connect performance to social structure and pedagogy; Goggins, Galyen, Petakovic, & Laffey, 2016). Also, it is recommend that similar studies consider the characteristics of the participation of the individuals (i.e., questions, suggestions, directions) using content analysis.…”

Behavior and Intention in MOOCs Research

“…Thus MOOCs provide an opportunity for large numbers of people to become engaged through forms of social learning and interaction [23].…”