An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

Anderson, Valerie; Gifford, Jonny; Wildman, Janet

doi:10.1080/13678868.2020.1721982

Cited by 22 publications

(30 citation statements)

References 59 publications

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“…Drawing upon this theory of learning effects, [2] observe that if effective, virtual learning environments 'provide learners meaningful interactions with their professions and peers, foster a culture of learning, and support multiple learning styles.' With universities continuing to adopt the MOOC format of online education, [3] confirm empirically that only those students who participate in group exercises and discussions gain access to the developmental skills and social support necessary to improve their overall learning experience.…”

Section: Introductionmentioning

confidence: 80%

“…Such communities of practice (CoPs) integrate teacher moderators and student leaders in the negotiation of the learning process, requiring both productive collaboration and active engagement to improve the nature of these exchanges [10]. The CoP insights drawn from [3] reveal the social advantages of collaborative learning in MOOC courses and largescale educational environments where individual consideration is marginalised by the scope and integration of the classroom itself.…”

Section: Discussionmentioning

confidence: 99%

“…The majority of students (71.6%) indicated that they had received 3 to 4 contact hours, whilst 20.5% received less than just 1-2 hours. Despite some higher education universities (See [3]) adopting large-scale solutions to virtual classroom integration, Figure 4 highlights the class densities reported by these students at a relatively low and traditional level. 89.3% of the sample population experienced classrooms with a range of 11 to 30 students, indicating a normative, small-scale learning environment.…”

Section: Technological Aspectmentioning

confidence: 99%

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Online English Language Teaching in Hong Kong Higher Education during COVID-19

Chan

2021

Proceedings of the 2021 7th International Conference on E-Society, E-Learning and E-Technologies

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This research is aimed at establishing how teaching culture has been transformed by the implementation of online teaching and learning during the COVID-19 pandemic crisis. In particular, the study seeks to establish how this paradigmatic shift towards online learning in the approach to teaching has impacted the teaching culture of Hong Kong from the perspective of teachers working in higher education who have moved to teaching online as a result of the COVID-19 crisis. How is online teaching affecting the experience and well-being of students? How may any negative impacts may be offset? In what ways can benefits be maximised and enhanced by the implementation of digital devices in teaching? These questions are explored in this study through the undertaking of both primary and secondary research. The study introduces the contextual background to the topic in light of the implementation of online teaching in the wake of the COVID-19 pandemic from both a global perspective and that of higher education in Hong Kong. The primary data admitted to this study for analysis consists of both questionnaire and interview data derived from teachers of English Language teaching online at higher education institutions across Hong Kong. This variety of primary questionnaire and interview data should allow for both quantitative and qualitative analysis of data, allowing for some triangulation of findings from either source.

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Section: Introductionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Technological Aspectmentioning

confidence: 99%

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Online English Language Teaching in Hong Kong Higher Education during COVID-19

Chan

2021

Proceedings of the 2021 7th International Conference on E-Society, E-Learning and E-Technologies

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“…The level of social presence influences the quality of virtual interactions and outcomes. London & Hall (2011), Roberts and Sambrook (2014), Li and Wang (2013), Wu and Zhang (2014), Evans (2014Evans ( , 2019 and Anderson et al (2020) suggested that social networks and Web 2.0 tools could increase social presence in virtual business communications. The extent to which communication in a virtual environment can convey social presence will profoundly affect the quality of the digital travel experience, and the felt proximity wit people and places visited digitally.…”

Section: Interacting With Other Peoplementioning

confidence: 99%

Feeling Present in Virtual Environments

Tjostheim

Waterworth

2021

The Psychosocial Reality of Digital Travel

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We compare and contrast different current theoretical accounts of telepresence, including presence as a pretence (a simulation of reality), as pretending (making believe the virtual world is real), as a perceptual illusion (“the illusion of non-mediation”), and as embodied attention to the surrounding (or apparently surrounding) environment. These views are well-accepted in the field, and can be seen as contributing to a virtual travel experience, which is a kind of illusion. When we feel highly present, we believe in the perceived world in which we experience ourselves to be—it is in that moment real to us. Creating that effect is a key part of a convincing digital travel experience. To have that experience, we must be attending to the digital world, feeling as if we are physically surrounded by it. Our imaginations are involved in how we perceive our surroundings, and in how we conceptualise being there.

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“…Over the years, scholars have been exploring potentially effective tools and pedagogies to promote MOOC interactions, such as online forums ( Wise, 2018 ), social media ( Ostashewski et al, 2018 ; Anderson et al, 2020 ), and collaborative assignments ( Verstegen, 2018 ). However, study group, particularly “study group in blended mode” (i.e., face-to-face + online) remains relatively under-researched in the MOOCs literature.…”

Section: Introductionmentioning

confidence: 99%

Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions

Chen

2022

Front. Psychol.

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Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members.

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An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

Cited by 22 publications

References 59 publications

Online English Language Teaching in Hong Kong Higher Education during COVID-19

Online English Language Teaching in Hong Kong Higher Education during COVID-19

Feeling Present in Virtual Environments

Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions

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