Who will work together? Factors influencing autonomic group formation in an open learning environment

Wang, Cixiao; Xu, Yaqian

doi:10.1080/10494820.2023.2190425

Cited by 7 publications

(2 citation statements)

References 28 publications

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“…In this regard, AI technologies can potentially improve MOOCs' efficacy for teachers' professional development. In an experiment by Wang and Xu (2023), they utilized social network analysis and natural language processing to build a variety of collaborators' relationship networks, examining the influence of learners' social relationships before collaboration and their topics and attributes on the collaborative relationship. Then, integrating this framework into cMOOCs to create groups of learners and connect them into groups based on social familiarity and similarity in topic and their personalities (Wang & Xu, 2023).…”

Section: Future Researchmentioning

confidence: 99%

“…In an experiment by Wang and Xu (2023), they utilized social network analysis and natural language processing to build a variety of collaborators' relationship networks, examining the influence of learners' social relationships before collaboration and their topics and attributes on the collaborative relationship. Then, integrating this framework into cMOOCs to create groups of learners and connect them into groups based on social familiarity and similarity in topic and their personalities (Wang & Xu, 2023). Therefore, the currently available MOOCs must be improved through thorough examination and analysis, leading to better outputs after enhancing the characteristics of the massive open online courses.…”

Section: Future Researchmentioning

confidence: 99%

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The Role of Massive Open Online Courses (MOOCs) in Teacher Professional Development during COVID-19: A Systematic Review

Alqarawy

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The systematic review in this study focuses on questionnaire-based quantitative and qualitative studies that focus on the role of massive open online courses (MOOCs) in teacher professional development, with a concentration on the COVID-19 lockdown period. Sixteen studies were selected to be included in this systematic review based on the inclusion and exclusion criteria. The study was designed to answer four main questions: (a) how have MOOCs been used in teacher professional development during the COVID-19 crisis? (b) what are teachers' perspectives toward using MOOCs for professional development? (c) what teacher skills reported as critical in those studies can be improved using MOOCs? and (d) what challenges faced by teachers during the use of MOOCs for training are reported in those studies? The results of this review reveal that (i) MOOCs were used to support teachers moving online, improve their personal skills during that crisis, and allow them to meet teachers in different areas and share their experience through online camps; (ii) teachers viewed a set of positive and negative aspects of the available MOOCs, and they addressed some criticisms of the available MOOCs and factors that may impact the success of MOOCs; (iii) MOOCs during the COVID-19 pandemic focused on developing three types of skills in teachers: online teaching skills, personal skills, and specialization skills; and (iv) financial and technical challenges, the quality of the available MOOC content, and the lack of time combined with their duties during that time are the most critical challenges teacher faced.

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Section: Future Researchmentioning

confidence: 99%

Section: Future Researchmentioning

confidence: 99%