Effects of social-interactive engagement on the dropout ratio in online learning: insights from MOOC

Wang, Wei; Guo, Lihuan; He, Ling; Wu, Yenchun Jim

doi:10.1080/0144929x.2018.1549595

Cited by 97 publications

(76 citation statements)

References 66 publications

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“…7 An educational and training dynamic based on social-interactive connections among learners is considered optimal for sustaining participant interest in the learning process, and building social-interactive engagement into Web-based education has been shown to help reduce the dropout rate among Web-based learners. 24 Our research revealed that PCCT members prefer in-person palliative care education and training because of its flexibility in addressing trainees' unique needs and specific issues. Compared to Web-based modules, the workshop curriculum was considered to have the potential for greater applicability and relevance for providers.…”

Section: Discussionmentioning

confidence: 89%

“Online Training Is Great but Human Interaction Is Better”: Training Preferences of VA Interdisciplinary Palliative Care Consult Teams

Williams

Bailey

Goode

et al. 2020

Am J Hosp Palliat Care

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A growing body of research has examined modalities for delivering palliative care education; however, we know little about education and training preferences of VA interdisciplinary Palliative Care Consult Teams (PCCT). In the BEACON II study, we explored training preferences of PCCTs from 46 Veterans Affairs Medical Centers (VAMCs) participating in either a multisite webinar or a small group, in-person workshop. We interviewed participants by telephone seven to eight month post-training. In all, 75.9% preferred in-person education and training, including 78.9% of workshop participants and 73.1% of webinar participants. Respondents described in-person training as fostering learning through the following processes: (1) active engagement and focus, (2) interaction and networking, (3) meaning-making and relevance, and (4) reciprocity and commitment. Although it is not possible for Web-based palliative care education programs to replicate all aspects of the in-person learning experience, building experiential, interactive, meaningful, and reciprocal components into Web-based education may help shift preferences and make interdisciplinary team-based palliative care education accessible to a larger audience.

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Section: Discussionmentioning

confidence: 89%

“Online Training Is Great but Human Interaction Is Better”: Training Preferences of VA Interdisciplinary Palliative Care Consult Teams

Williams

Bailey

Goode

et al. 2020

Am J Hosp Palliat Care

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“…The Both the MOOCs and the NOOCs offered spaces for social interaction (forums), in which participants could raise questions, learn among peers, and propose training alternatives to the topic addressed. The creation of these spaces aimed to promote cooperative learning, understood in this training context as an important element in the technological-interactive construction of knowledge and in interactive social participation through group work [34], [15]. Recently defined predictive factors were considered in the design of the MOOCs and NOOCs, such as the courses' quality, accessibility, and usefulness [35], [36], as well as meeting current educational training requirements for the creation of digital material [18].…”

Section: Methodsmentioning

confidence: 99%

“…Research on the outcomes of their implementation has shown both their educational potential and their limitations. Among these limitations are the investment of resources and time; the need for greater institutional support [14]; the need for greater social-interactive engagement among participants [15]; high dropout rates [16], [12]; and the aggravation of issues around accessibility and exclusivity in developing countries [17].…”

Section: Introductionmentioning

confidence: 99%

MOOCs and NOOCs in the Training of Future Geography and History Teachers: A Comparative Cross-Sectional Study Based on the TPACK Model

Sánchez

Trigueros

2020

IEEE Access

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MOOCs (Massive Open Online Courses) and NOOCs (Nano Open Online Courses), which are part of e-learning, are being incorporated into the online teaching strategies of higher education institutions around the world. Research on the outcomes of their implementation has shown both their educational potential and their limitations. However, little is known about the instructional effectiveness of these courses and their potential contribution to the acquisition of specific competencies linked to the TPACK (Technological Pedagogical Content Knowledge) model for the training of future Geography and History teachers. To this end, this study examines perceptions regarding the instructional effectiveness of two MOOCs and two NOOCs on geographical and historical education, through an analysis of the performance in TPACK competency dimensions of future teachers (n = 1993). Based on a cross-sectional descriptive approach, central tendency statistics analyses (mean and standard deviation) and inferential analyses (Mann-Whitney U test and Wilcoxon rank-sum) were used. Participants reported optimal levels of satisfaction across all competency dimensions of the model for their teacher training. Inferential statistical analyses further revealed the existence of statistically significant differences depending on participants' university and gender. Both the instrument applied and the results obtained are of use in making educational decisions regarding the design and implementation strategies of MOOCs and NOOCs specifically aimed at the professional development of future Geography and History teachers.

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“…The lack of empirical studies in an OLE context is surprising given that the positive effect of collaborative interaction on school drop-out rates has been well established previously (Dennison, 2000). In general, social-interactive engagement has a significant impact on the motivation of participants and their retention rate in MOOCs (Wang, Guo, He, & Wu, 2019).…”

Section: Modeling Behavioral Consequences Of Collaborative Intentionmentioning

confidence: 99%

Modeling Collaborative Intentions and Behavior in Digital Environments: The Case of a Massive Open Online Course (MOOC)

Razmerita

Kirchner

Hockerts

et al. 2020

AMLE

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Effects of social-interactive engagement on the dropout ratio in online learning: insights from MOOC

Cited by 97 publications

References 66 publications

“Online Training Is Great but Human Interaction Is Better”: Training Preferences of VA Interdisciplinary Palliative Care Consult Teams

“Online Training Is Great but Human Interaction Is Better”: Training Preferences of VA Interdisciplinary Palliative Care Consult Teams

MOOCs and NOOCs in the Training of Future Geography and History Teachers: A Comparative Cross-Sectional Study Based on the TPACK Model

Modeling Collaborative Intentions and Behavior in Digital Environments: The Case of a Massive Open Online Course (MOOC)

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