Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions

Abstract

Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members.

Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review

“…For example, in discussion forums there are usually a large number of participants which makes the interpersonal closeness less, whereas in one-to-one interactions the interpersonal closeness would be high. Interactions usually occurred in the form of messages in discussion forums (Gillani and Eynon, 2014;Kellogg et al, 2014;Manli, 2014;Barak et al, 2016;Sunar et al, 2017;Zhang et al, 2017;Shi et al, 2019;Xu et al, 2019;Anderson et al, 2020;Yang and He, 2022), in groups (Su et al, 2016;Wichmann et al, 2016;Zhang et al, 2016;Mayende et al, 2017;Krasny et al, 2018;Sanz-Martínez et al, 2019;Razmerita et al, 2020;Gamage, 2021;Gamage and Whiting, 2021;Pin-Ju and Chen, 2022) or one-to-one with another peer (Bouchet et al, 2017;Zhang et al, 2017).…”

Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students’ learning experience?

“…Moreover, de Moura et al (2021) indicated that he blended mode MOOC can improve the quality problems of MOOCs. Chen and Chen (2021) found that MOOC-based blended learning designs was helpful for providing help and resolving problems.…”