Reputation Systems Impact on Help Seeking in MOOC Discussion Forums

Howley, Iris; Tomar, Gaurav Singh; Ferschke, Oliver; Rosé, Carolyn Penstein

doi:10.1109/tlt.2017.2776273

Cited by 11 publications

(6 citation statements)

References 15 publications

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“…Tools in approach (1) consider encouraging methods such as self-assessment and reflection (Baneres & Saíz, 2016), self-data visualisations (Pérez-Álvarez, Maldonado-Mahauad, Sapunar-Opazo & Pérez-Sanagustín, 2017) or badges (Howley, Tomar, Ferschke & Rosé, 2017). Findings were that these systems have a high usability level, are valued by learners as helpful, and improve participants' outcomes (e.g., higher number of submissions, average grades, and retention time).…”

Section: Rq3: Which Approaches Are Adopted In Studies Of Srl In Moocs?mentioning

confidence: 99%

Self-regulated learning in MOOCs: lessons learned from a literature review

et al. 2019

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Self-regulated learning in MOOCs: Lessons learned from a literature reviewLearners in Massive Open Online Courses (MOOCs) are required to be autonomous during their learning process, and thus, they need to self-regulate their learning to achieve their goals. According to existing literature, Selfregulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are required, as well as literature reviews that help to identify the main challenges and future research directions in relation to this area. In this paper, we present the results of a systematic literature review on SRL in MOOCs, covering all the related papers published until the end of 2017. The papers considered in this review include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online courses with access restrictions, are out of the scope of this analysis). Most studies on SRL in MOOCs share some common features: they are generally exploratory, based on one single MOOC and tend not to specify in which SRL model are grounded. The results reveal that high selfregulators engage in non-linear navigation and approach MOOCs as an informal learning opportunity. In general, they prefer setting specific goals based on knowledge development and control their learning through assignments.

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Section: Rq3: Which Approaches Are Adopted In Studies Of Srl In Moocs?mentioning

confidence: 99%

Self-regulated learning in MOOCs: lessons learned from a literature review

et al. 2019

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“…Os artigos identificados neste MSL, ainda que tratem de áreas distintas, DI e DInst, convergem em diversos aspectos. Algumas ferramentas propostas têm papel fundamental na interação estudante-sistema, como o instrumento para ajuda por pares, Quick Helper MOOC [Howley et al 2017]. Entretanto, os autores relatam seu impacto somente no aspecto instrucional, sem relacionar os seus reflexos na qualidade da interação dos e entre os estudantes.…”

Section: Sumarização Dos Resultadosunclassified

Uma abordagem de design para MOOC: um mapeamento sistemático da articulação entre design instrucional e de interação

Garrido

Rêgo

Maciel

et al. 2020

RBIE

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MOOC é um acrônimo para Massive Open Online Course, uma modalidade de educação online que oferta cursos gratuitos a diversos públicos, com diferentes idades, formações e nacionalidades. Acredita-se que abordagens de design que integrem design de interação e o design instrucional podem favorecer a comunicabilidade em MOOC, refletindo positivamente na aprendizagem do estudante. Nesse sentido, este artigo possui como objetivo apresentar os resultados de um Mapeamento Sistemático de Literatura (MSL). Esse mapeamento seguiu as indicações de Kitchenham (2004) em sua metodologia e buscou identificar estudos e pesquisas primárias referentes a processos de design de interação e de design instrucional aplicados à MOOC. Os resultados encontrados apontam para a existência de desafios de pesquisa de articulação teórica e metodológica entre o design de interação e design instrucional em MOOC. Os resultados apresentados neste artigo apontam a inexistência de uma articulação conjunta entre as áreas e sustentam a relevância de uma abordagem híbrida de design (design de interação articulado ao design instrucional) focalizada em MOOC.

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“…However, the findings of our study have some implications for the design of affinity spaces, such as possible strategies that designers could use to support key contributor discourse. Prior research has highlighted benefits for using reputation or social recommender systems to highlight posts that have high value or individuals who are seen as experts (Howley et al , 2017). Such systems may be one strategy for helping new participants find expert advice and to distinguish key contributors within the community.…”

Section: Discussionmentioning

confidence: 99%

“…Such systems may be one strategy for helping new participants find expert advice and to distinguish key contributors within the community. For instance, reputation systems serve to highlight more expert-like advice through the use of helper badges (Howley et al , 2017) or reputation points (Mamykina et al , 2011). Likewise, designers managing an affinity space could also assign reputation points that reward participants’ helpful or expert contributions via badges or other “top contributor” notations.…”

Section: Discussionmentioning

confidence: 99%

Knowledge sharing discourse types used by key actors in online affinity spaces

Sharma

Land

2021

ILS

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Purpose The growth of online social network sites and their conceptualization as affinity spaces makes them well suited for exploring how individuals share knowledge and practices around specific interests or affinities. The purpose of this study is to extend what is known about highly active/key actors in online affinity spaces, especially the ways in which they sustain and contribute to knowledge sharing. Design/methodology/approach This study analyzed 514 discussion posts gathered from an online affinity space on disease management. This study used a variety of methods to answer the research questions: the authors used discourse analyses to examine the conversations in the online affinity space, social network analyses to identify the structure of participation in the space and association rule mining and sentiment analysis to identify co-occurrence of discourse codes and sentiment of the discussions. Findings The results indicate that the quality and type of discourse varies considerably between key and other actors. Key actors’ discourse in the network serves to elaborate on and explain ideas and concepts, whereas other actors provide a more supportive role and engage primarily in storytelling. Originality/value This work extends what is known about informal mentoring and the role of key actors within affinity spaces by identifying specific discourse types and types of knowledge sharing that are characteristic of key actors. Also, this study provides an example of the use of a combination of rule mining association and sentiment analysis to characterize the nature of the affinity space.

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Reputation Systems Impact on Help Seeking in MOOC Discussion Forums

Cited by 11 publications

References 15 publications

Self-regulated learning in MOOCs: lessons learned from a literature review

Self-regulated learning in MOOCs: lessons learned from a literature review

Uma abordagem de design para MOOC: um mapeamento sistemático da articulação entre design instrucional e de interação

Knowledge sharing discourse types used by key actors in online affinity spaces

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