Understanding the Roles of Personalization and Social Learning in a Language MOOC Through Learning Analytics

Abstract

In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. However, experiences and research have shown MOOCs to suffer from several challenges. Chief among these have been low participation and completion rates, which are often attributed to limitations in how opportunities for personalisation and social interaction are implemented. For the current study, a dedicated LMOOC was designed and implemented, called the “Social and Personal Online Language Course (SPOLC).” This language learning environment incorporates a recommendation system and emphasizes personalisation and social interaction. The study identified the types of learning behaviour that were related to course completion and observed how 270 learners in the LMOOC used the various course features. The data were collected using learning analytical methods and analysed using binary logistic regression and feature extraction prediction model. The results demonstrated that working in groups and creating a learning plan were important factors associated with course completion, while interacting with other learners online was not. We conclude with several suggestions and implications for future LMOOC design, implementation, and research.

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

“…In another example, using roundtable discussion sessions was found to be a good way to identify areas of agreement and disagreement, especially when the topic involves multiple persons with different backgrounds (Shen, 2021) and requires embracement of broad differences in LMOOCs (Mac Lochlainn et al, 2020). This study also identified concrete teaching practices to show how to provide more flexible options in a large-scale LMOOC that take account of learners' linguistic, cultural, psychological and cognitive difference (Read & Barcena, 2021), thus making a direct response to a recent call in LMOOC research regarding the individualization of teaching contents (e.g., Chong et al, 2022;Hsu, 2021a;Jitpaisarnwattana et al, 2021b;Jitpaisarnwattana et al, 2022b;Mac Lochlainn et al, 2021;Martín-Monje et al, 2018;Nie & Hu, 2018). However, at the same time, the authors found little use of innovative activities in teaching presence, such as the use of online games, vocabulary contests, and/or live chat rooms, as proposed by previous LMOOC studies (Friðriksdóttir, 2021a;Hsu, 2021b;Yaşar, 2020;Zhao, 2015).…”

Digital Learning Environment Values of Pre-Service Teachers as a Basis for Successful Professional Self-Realisation: A Case Study

“…One more direction of research is connected with the study of personalisation as one of the key DLE values. Jitpaisarnwattana et al [37] and Yates et al underline that personalisation is associated with choices in learning approaches, content, and pace; learners can customise their activities which affects a sense of "ownership and control over the time, place and pace at which they learn" [38] (p. 59).…”

LMOOC research 2014 to 2021: What have we done and where are we going next?

“…In particular, such criticism focuses on low completion rates, lack of social interaction and low learner autonomy (e.g. Friðriksdóttir, 2019; Hsu, 2021a; Jitpaisarnwattana, Reinders & Darasawang, 2021; Read & Bárcena, 2021). Nevertheless, a recent study by Shah (2020) found that, in the wake of the pandemic, language learning had become one of the 10 most-followed MOOC subjects.…”

“…Meri-Yilan, 2020; Read & Bárcena, 2021; Shalatska, 2018; Wang, An & Wright, 2018; Xue & Dunham, 2021; Zancanaro & Domingues, 2018), others continue to report low completion rates (e.g. Friðriksdóttir, 2019; Hsu, 2021a; Zeng, Zhang, Gao, Xu & Zhang, 2020), lack of intimate and human-like social interaction (Colibaba, Dinu, Gheorghiu & Colibaba, 2018; Hsu, 2021a; Jitpaisarnwattana et al ., 2021; Uchidiuno, Ogan, Yarzebinski & Hammer, 2018), and low levels of learner autonomy (Agonács, Matos, Bartalesi-Graf & O’Steen, 2019). Therefore, further inquiry across languages, proficiency levels and contexts is always welcome (Hsu, 2021b), and its outcomes can be expected to provide us with a more “contextual, grounded, and conceptually coherent” understanding of LMOOCs (Mac Lochlainn, Nic Giolla Mhichíl & Beirne, 2021: 111).…”