A phenomenology of learning large: the tutorial sphere of xMOOC video lectures

Adams, Catherine; Yin, Yin; Vargas-Madriz, Luis Francisco; Mullen, Claire

doi:10.1080/01587919.2014.917701

Cited by 60 publications

(38 citation statements)

References 11 publications

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“…That video participation contributed to final grade in ATS21C, and forum participation contributed to final grade in AB, are in line with other research arguing for the important role of video lectures in MOOCs (Adams et al, 2014;Zahn, Krauskopf, Kiener, & Hesse, 2014) and research identifying a positive association between forum views and final grade (Cheng et al, 2011).…”

Section: Performance Goal and Participation Contributed To Final Gradesupporting

confidence: 71%

“…These studies typically focus on students' access to (or avoidance of) assessment tasks and video lectures (Adams, Yin, Vargas Madriz, & Mullen, 2014;Kizilcec et al, 2013), and discussion forums (Cheng, Paré, Collimore, & Joordens, 2011;Huang, Dasgupta, Ghosh, Manning, & Sanders, 2014). Kizilcec et al (2013) identified four patterns of participation with video lectures (engagement, auditing, sampling, and disengagement).…”

Section: Mooc Participationmentioning

confidence: 99%

See 1 more Smart Citation

A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs

Brooker

Corrin

Barba

et al. 2018

AJET

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Recent scholarly discussions about massive open online courses (MOOCs) highlight pedagogical and practical issues that separate MOOCs from other learning settings, especially how theories of learning translate to MOOC students' motivation, participation, and performance. What is missing from these discussions is the purpose of the MOOC. We report a comparative study of two MOOCs that differ in educational purpose, but are similar in design. Our sample consisted of 983 students in a professional development MOOC, and 648 students in a MOOC focused on general interest. We first report differences between the two MOOCs, in terms of student demographics, achievement motivation, and participation. For each MOOC, we ran a two-stage regression analysis to determine the extent to which motivation variables (stage 1) and participation variables (stage 2) predicted performance. Patterns in demographic background and motivation differed in ways that were consistent with the MOOCs' purposes. Motivation and participation predicted performance, but this relationship differed between the two MOOCs and reflected the patterns of participation. Professional development motivation contributed to final grade in the professional development MOOC, but not the general interest MOOC. The findings have implications for how MOOC designers think about their target audience, and for students who aim for high final grades.Massive open online courses (MOOCs) offer people the opportunity to study a variety of courses for a variety of reasons, including personal interest, professional development, and social networking. Likewise, the MOOCs themselves vary in intended purpose, in terms of how designers intend their MOOC to serve the needs of prospective students, especially in addressing intrinsic goals (e.g., general interest), or extrinsic goals (e.g., professional development). Recent research has examined the relationship between MOOC students' motivation, participation, and performance (DeBoer, Kizilcec & Schneider, 2015;Milligan, Littlejohn, & Margaryan, 2013;Xiong et al., 2015). What is unclear is how MOOCs with different intended purposes might impact students' motivations and participation, and how these subsequently impact performance. Understanding this relationship has important pedagogical and practical implications for future MOOC success.In this paper, we report on a comparative study of two MOOCs that are similar in instructional design, in that they have similar learning environments (e.g., online platform, length of time, year) and use similar learning and instructional objects (e.g., discussion forums, video lectures, quizzes [Spector, Johnson, & Young, 2014]); but they differ in the designer's intended purpose. First, we briefly consider the emerging literature on MOOCs, paying particular attention to the varied purposes of MOOCs, student motivation and participation. We examine the differences between the two MOOCs, and outline how these differences are -and are not -reflected in the student demographics, achievement motiva...

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Section: Performance Goal and Participation Contributed To Final Gradesupporting

confidence: 71%

Section: Mooc Participationmentioning

confidence: 99%

A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs

Brooker

Corrin

Barba

et al. 2018

AJET

View full text Add to dashboard Cite

show abstract

“…We recognise the need to re-think and re-design the way we gather data about learners on our MOOCs in future. For example we might use learner panels as are common for on-campus courses, possibly rewarded, or like others we could take an ethnographic approach (Adams, Yin & Madriz, 2014).…”

Section: Discussionmentioning

confidence: 99%

Differences in online study behaviour between sub-populations of MOOC learners

et al. 2015

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Information was gathered about learners who were studying on repeat offerings in 2013-14 of six University of Edinburgh MOOCs on the Coursera platform. Two sources of information were used in this study: learner-contributed information about themselves and their study intentions collected in voluntary surveys, and data about learner behaviours, including performance on the courses, collected from the platform software during the MOOC deliveries. Three aspects of learner attributes and behaviours were analysed to investigate: whether learners who took the same MOOC twice performed better the second time; whether learners managed to achieve the goals that they said they had before the course began, in particular, achievement of a Statement of Accomplishment (SoA), and whether learners who did persist in the MOOCs and gained SoAs exhibited different behaviours with respect to their use of the online features of the MOOC platform.Of the small number of MOOC repeating learners, most were drawn from those who had been active in their first round of study, and of those who were not active in their first round, they mainly failed to be active in their second, suggesting structural reasons for their lack of activity. A small number of MOOC repeat learners gained a second SoA. There was a very strong age-dependency in the likelihood of gaining an SoA, and younger learners were much less successful at turning intention to gain an SoA into that outcome. DIFFERENCES IN ONLINE STUDY BEHAVIOUR BETWEEN SUB-POPULATIONS OF MOOC LEARNERS [DIFERENCIAS DE COMPORTAMIENTO ENTRE GRUPOS DE ESTUDIANTES DE CURSOS EN LÍNEA ABIERTOS Y MASIVOS (MOOC)] AmyIn terms of use of online tools, apart from watching videos, in which learners who did not achieve an SoA were similar to those who did, SoA-learners used the online tools more frequently, in an particular reading and posting to the online forums.The implications for course design and support are discussed. KEY WORDSOnline courses; MOOC; student behaviour; online learners; Coursera; Statement of Accomplishment. RESUMENSe ha recogido información de los alumnos que han seguido 6 cursos MOOC, ofertados por segunda vez en 2013-14, en la plataforma Coursera de la Universidad de Edimburgo. Se manejaron dos fuentes de información para este estudio: encuestas voluntarias que respondieron los estudiantes con información sobre sí mismos y sus intenciones de estudio, y datos sobre los comportamientos del alumno, incluyendo el rendimiento en los cursos, recogidos en el software de la plataforma durante las entregas de tareas en el mismo MOOC. Se analizaron tres aspectos sobre las características y el comportamientos del alumno: si los estudiantes que realizaron el mismo MOOC dos veces, la segunda vez lo cursa mejor; si los estudiantes logran alcanzar las metas que indicaron que tenían antes de que comenzara el curso, en particular, la consecución de una Declaración de Logro (SoA), y si los alumnos que permanecieron en los MOOCs y ganaron SOAS manifiestan diferentes comportamientos con respecto a...

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“…One thing that was praised about the course was my willingness to "share the workings" of what I was doing, by talking about it. That has resonances with the MOOC professor identified by Adams et al (2014) who said, "I made a mistake there." It may be necessary to investigate further, but it is possible that the video-presence sense of being "real" emerges because it can overcome the distancing and separating effects of print and writing (Ong 2012(Ong /1982.…”

Section: Performance Presence and Intimacymentioning

confidence: 99%

“…Further light is thrown these ideas, with specific reference to MOOCs, in a paper that has particularly influenced my own decision to take my video-based presence further (Adams et al 2014). Adams and her colleagues made a phenomenological analysis of the lived experiences of successful MOOC completers and concluded "…videos may open an unexpectedly intimate tutorial sphere with the instructor" (p. 208).…”

Section: Performance Presence and Intimacymentioning

confidence: 99%

With a personal appearance from the online teacher

Sinclair

2016

Video J. of Educ. and Pedagogy

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While online students may wish to see their teacher on video, there may be practical, pedagogical, affective or political reasons for hesitating. Drawing on my own experiences of online teaching both on a Masters programme and a MOOC (EDCMOOC), the paper raises questions about approaches to teaching, misrepresentation, surveillance and teacher agency. I conclude that though there are problems in these areas, they exist apart from the use of video technology and should not be conflated with it. Moreover, video use does not need to entail a monologic pedagogic stance but can be used to renew and create dialogic opportunities for teachers and students. The paper situates its questions within Bakhtinian ideas about the monologic and the dialogic, parody and addressivity.

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A phenomenology of learning large: the tutorial sphere of xMOOC video lectures

Cited by 60 publications

References 11 publications

A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs

A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs

Differences in online study behaviour between sub-populations of MOOC learners

With a personal appearance from the online teacher

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