Influential factors for managing virtual groups in massive and variable scale courses

Abstract

Abstract-Integration of collaborative learning in MOOCs (Massive Open Online Courses) is an open research challenge.However, team formation and subsequent management are complex tasks that depend on multiple factors, both pedagogical and technological. To fulfill these tasks, it would be helpful to provide teachers with supporting tools. This paper analyzes the factors influencing the formation of teams in MOOCs that can be taken into consideration in the design of this type of supporting tools. The paper presents a proposed classification and illustrates their need and utility by a scenario.

Automatic Group Formation in a MOOC Based on Students’ Activity Criteria

“…These perspectives include a variety of criteria (e.g., knowledge, personality, preferences, affinities, location, motivation), grouping approaches (e.g., criteria-based homogeneity or heterogeneity, D R A F T random grouping) and technological aspects (e.g., social network metrics, natural language processing, classification algorithms) which suggests there are different factors that can be considered for group management in MOOC contexts. Figure 1 shows a hierarchical representation included in our previous framework proposal [27], which depicts four dimensions where grouping factors can be framed: (i) learning design, (ii) student's static data, (iii) course-activity dynamic data and (iv) technological implementation).…”

“…Based on the outcome of this study, we aim to provide support to teachers interested in introducing collaborative activities performed in groups in MOOCs. In previous studies [27], we have proposed a framework that considers the factors that could be taken into account in group formation, when the scale is large and suffers significant variations during the course enactment. Based on this framework, appropriate advice for MOOC design and supporting tools for deployment may be provided.…”

Supporting teachers in the design and implementation of group formation policies to carry out group learning activities in massive and variable scale on-line learning contexts

“…Due to the interest for including CL in MOOCs, several authors have tackled the group formation problem in these contexts [135], [137], [159], [147] with different and fragmentary perspectives. These perspectives include a variety of criteria (e.g., knowledge, personality, preferences, affinities, location, motivation), grouping approaches (e.g., criteria-based homogeneity or heterogeneity, random grouping) and technological aspects (e.g., social network metrics, natural language processing, classification algorithms), which suggests there are a variety of factors that can be considered [123] for group creation in MOOC contexts.…”

“…The most relevant issues and outcomes presented in this chapter have already been published in different scientific fora. Thus, the work developed during this stage produced two short papers, [129,123], presented in two international conferences. A short description of each publication that arose from this dissertation is included at the end of this report, in Chapter 7, in the Conclusions section.…”