Résumés
Abstract
The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more mixed-method studies to provide both quantitative, generalized analysis and qualitative, detailed descriptions of learning. This study fills these practice and research gaps. We designed a Chinese MOOC with the support of a pedagogical strategy, a learning analytic tool, and a social learning environment in order to foster learner engagement in discussions. Mixed methods were used to explore learners’ discussion patterns, perceptions, and preferences. Results indicated that learners demonstrated varied patterns, perceptions, and preferences, which implies a complex learning process due to the interplay of multiple factors. Based on the results, this research provided theoretical, pedagogical, and analytical implications for MOOC design, practice, and research.
Keywords:
- MOOCs,
- knowledge inquiry and construction,
- mixed methods,
- discussion patterns,
- learning analytics tools
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Almatrafi, O., & Johri, A. (2019). Systematic review of discussion forums in massive open online courses (MOOCs). IEEE Transactions on Learning Technologies, 12(3), 413-428. doi: 10.1109/TLT.2018.2859304
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. doi: 10.1146/annurev.psych.52.1.1
- Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98-118. doi: 10.19173/irrodl.v12i3.902
- Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum.
- Brinton, C. G., Chiang, M., Jain, S., Lam, H. K., Liu, Z., & Wong, F. M. F. (2014). Learning about social learning in MOOCs: From statistical analysis to generative model. IEEE Transactions on Learning Technologies, 7(4), 346-359. doi: 10.1109/TLT.2014.2337900
- Brown, M., Dehoney, J., & Millichap, N. (2015). The next generation digital learning environment: A report on research. EDUCAUSE. Retrieved from https://library.educause.edu/resources/2015/4/the-next-generation-digital-learning-environment-a-report-on-research
- Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London, UK: Falmer.
- Chen, B. (2019). Designing for networked collaborative discourse: An UnLMS approach. TechTrends, 63(2), 194-201. doi: 10.1007/s11528-018-0284-7
- Chen, B., Chang, Y. H., Ouyang, F., & Zhou, W. Y. (2018). Fostering discussion engagement through social learning analytics. The Internet and Higher Education, 37, 21-30. doi: 10.1016/j.iheduc.2017.12.002.
- Cohen, A., Shimony, U., Nachmias, R., & Soffer, T. (2019). Active learners’ characterization in MOOC forums and their generated knowledge. British Journal of Educational Technology, 50(1), 177-198. doi: 10.1111/bjet.12670
- Cohen, L., Manion, L. & Morrison, K. (2013). Research methods in education. New York, NY: Routledge.
- Cormier, D., & Siemens, G. (2010). Through the open door: Open courses as research, learning, and engagement. EDUCAUSE Review, 45(4), 30-39. Retrieved from https://er.educause.edu/articles/2010/8/through-the-open-door-open-courses-as-research-learning-and-engagement
- Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning, 9(3), 247-281. doi: 10.1007/s11412-014-9193-8
- DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “course”: Reconceptualizing educational variables for massive open online courses. Educational Researcher, 43(2), 74-84. doi: 10.3102/0013189X14523038
- Dowell, N., Skrypnyk, O., Joksimović, S., Graesser, A. C., Dawson, S., Gašević, D., ... Kovanovic, V. (2015). Modeling learners’ social centrality and performance through language and discourse. In O. C. Santos et al. (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (pp. 250-257). International Educational Data Mining Society.
- Downes, S. (2011). Connectivism and connective knowledge 2011 [MOOC]. Retrieved from http://cck11.mooc.ca/.
- Fu, S., Zhao, J., Cui, W., & Qu, H. (2017). Visual analysis of MOOC forums with iForum. IEEE Transactions on Visualization and Computer Graphics, 23(1), 201-210. doi: 10.1109/TVCG.2016.2598444
- García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, 35(4), 1018-1030. doi: 10.1016/j.tele.2017.09.012
- Gašević, D., Kovanović, V., Joksimović, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC research initiative. The International Review of Research in Open and Distributed Learning, 15(5), 134-176. doi: 10.19173/irrodl.v15i5.1954
- Gillani, N., & Eynon, R. (2014). Communication patterns in massively open online courses. The Internet and Higher Education, 23, 18-26. doi: 10.1016/j.iheduc.2014.05.004
- Joksimović, S., Poquet, O., Kovanović, V., Dowell, N., Mills, C., Gašević, D., ... Brooks, C. (2018). How do we model learning at scale? A systematic review of research on MOOCs. Review of Educational Research, 88(1), 43-86. doi: 10.3102/0034654317740335
- Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distributed Learning, 12(7), 74-93. doi: 10.19173/irrodl.v12i7.1041
- Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. doi: 10.1016/j.compedu.2014.08.005
- McConnell, D. (2018). E-learning in Chinese higher education: The view from inside. Higher Education, 75(6), 1031-1045. doi: 10.1007/s10734-017-0183-4
- Ouyang, F. (2019). An application of a learning analytics tool in MOOC [Web App]. Retrieved from https://8jrscl.coding-pages.com/
- Ouyang, F. (2019). Learning Analytics for Instructional Design, Practice, and Research [MOOC]. Zhejiang University. Retrieved from https://www.icourse163.org/course/ZJU-1206577810
- Ouyang, F. & Chang, Y. H. (2019). The relationship between social participatory role and cognitive engagement level in online discussions. British Journal of Educational Technology, 50(3), 1396-1414. doi: 10.1111/bjet.12647
- Ouyang, F., Chang, Y. H., Scharber, C., Jiao, P., & Huang, T. (2020). Examining the instructor-student collaborative partnership in an online learning community course. Instructional Science, 48(2), 183-204. doi: 10.1007/s11251-020-09507-4
- Ouyang, F. & Scharber, C. (2017). The influences of an experienced instructor’s discussion design and facilitation on an online learning community development: A social network analysis study. The Internet and Higher Education, 35, 33-47. doi: 10.1016/j.iheduc.2017.07.002
- Raffaghelli, J. E., Cucchiara, S., & Persico, D. (2015). Methodological approaches in MOOC research: Retracing the myth of Proteus. British Journal of Educational Technology, 46, 488-509. doi: 10.1111/bjet.12279
- Rosé, C. P., Ferschke, O., Tomar, G., Yang, D., Howley, I., Aleven, V., ... Baker, R. (2015). Challenges and opportunities of dual-layer MOOCs: Reflections from an edX deployment study. Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015): Vol. 2, 848-851. Gothenburg, Sweden: International Society of the Learning Sciences.
- Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1), 3-10. Retrieved from https://www.itdl.org/journal/jan_05/article01.htm
- Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12. doi: 10.1016/j.iheduc.2014.07.001
- Wise, A. F., & Cui, Y. (2018). Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums. Computers & Education, 122, 221-242. doi: 10.1016/j.compedu.2018.03.021
- Yang, D., Wen, M., Kumar, A., Xing, E. P., & Rosé, C. P. (2014). Towards an integration of text and graph clustering methods as a lens for studying social interaction in MOOCs. The International Review of Research in Open and Distributed Learning, 15, 214-234. doi: 10.19173/irrodl.v15i5.1853
- Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2014). What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs. Proceedings of 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 44-48). Athens, Greece: IEEE. doi: 10.1109/ICALT.2014.23