The Civic Mission of MOOCs

Reich, Justin; Stewart, Brandon; Mavon, Kimia; Tingley, Dustin

doi:10.1145/2876034.2876045

Cited by 19 publications

(4 citation statements)

References 5 publications

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“…Massive Open Online Courses (MOOCs), as one of the most prominent ways for facilitating learning at scale, have now been part of the educational landscape for almost a decade. The volume of learners enrolling in MOOCs generated widespread interest among the public, popular press, and social and education commentators (Reich, Stewart, Mavon, & Tingley, 2016). Some stakeholders expressed their belief in the groundbreaking effect MOOCs may have on higher education, possibly making traditional brick-and-mortar universities obsolete (Shirky, 2013).…”

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confidence: 99%

“…The diversity of students represented in MOOCs is also unprecedented. The range in diversity is reflected in students’ cultural backgrounds, socioeconomic and employment status, educational level, and importantly, their motivations and goals for registering in a particular course (DeBoer et al, 2014; Glass, Shiokawa-Baklan, & Saltarelli, 2016; Reich et al, 2016). Therefore, DeBoer et al (2014) and Evans et al (2016) among others, have argued that MOOCs require a “re-operationalization and reconceptualization” of the existing educational variables (e.g., enrollment, participation, achievement) commonly applied to conventional courses.…”

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confidence: 99%

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How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Joksimovíc

Poquet

Kovanović

et al. 2017

Review of Educational Research

147

122

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Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learningrelated constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established 740335R ERXXX10.

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confidence: 99%

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Joksimovíc

Poquet

Kovanović

et al. 2017

Review of Educational Research

147

122

View full text Add to dashboard Cite

show abstract

“…As a new educational provision within online education, Massive Open Online Courses (MOOCs) have triggered heated media and academic discussions about a range of issues. For instance, there has been much debate over the validity of learning in such an open scaled environment as well as the challenges in establishing online interpersonal interactions at scale without losing a more socially oriented learning model (Gašević, Kovanović, Joksimović, & Siemens, 2014;Reich, 2015;Reich, Stewart, Mavon, & Tingley, 2016).…”

Section: Language and Discoursementioning

confidence: 99%

Exploring development of social capital in a CMOOC through language and discourse

Joksimovíc

Dowell

Poquet

et al. 2018

The Internet and Higher Education

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Connectivist pedagogies are geared towards building a network of learners that actively employ technologies to establish interpersonal connections in open online settings. In this context, as course participants increasingly establish interpersonal relationships among peers they have greater opportunity to draw on and leverage the latent social capital that resides in such a distributed learning environment. However, to date there have been a limited number of studies exploring how learners build their social capital in open large-scale courses. To inform the facilitation of learner networks in open online settings and beyond, this study analyzed factors associated with how learners accumulate social capital in the form of learner connections over time. The study was conducted in two massive open online course offerings (Connectivism and Connective Knowledge) that were designed on the principles of connectivist pedagogy and that made use of data about social interaction from Twitter, blogs, and Facebook. For this purpose, linear mixed modelling was used to understand the associations between learner social capital, linguistic and discourse patterns, media used for interaction, as well as the time in the course when interaction took place. The results highlight the association between the language used by the learners and the creation of ties between them. Analyses on the accumulation of connections over time have implications for the pedagogical choices that would be expected to help learners leverage access to potential social capital in a networked context.

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“…While this user clickstream traverses many areas of interaction, examples of behaviour research have analyzed the content of the resources involved in these interaction sequences. Such examples include analyzing frames of MOOC videos to characterize the video's engagement level (Sharma, Biswas, Gandhi, Patil, & Deshmukh, 2016), analyzing the content of forum posts (Wen, Yang, & RELATED WORK Reich, Stewart, Mavon, & Tingley, 2016), and analyzing the ad-hoc social networks that arise from interactions in the forums (Oleksandra & Shane, 2016). We are looking at all categories of possible student events at a more abstract level compared to these content-focused approaches.…”

Section: Introductionmentioning

confidence: 99%

The Handbook of Learning Analytics

Gašević¹,

Merceron²

2022

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Over the last ten years learning analytics (LA) has grown from a hypothetical future into a concrete field of inquiry and a global community of researchers and practitioners. Although the LA space may appear sprawling and complex, there are some clear through-lines that the new student or interested practitioner can use as entry points. Four of these are presented in this chapter, 1. LA as a concern or problem to be solved, 2. LA as an opportunity, 3. LA as field of inquiry and 4. the researchers and practitioners that make up the LA community. These four ways of understanding LA and its associated constructs, technologies, domains and history can hopefully provide a launch pad not only for the other chapters in this handbook but the world of LA in general. A world that, although large, is open to all who hold an interest in data and learning and the complexities that follow from the combination of the two.

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The Civic Mission of MOOCs

Cited by 19 publications

References 5 publications

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Exploring development of social capital in a CMOOC through language and discourse

The Handbook of Learning Analytics

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