Communication patterns in massively open online courses

Gillani, Nabeel; Eynon, Rebecca

doi:10.1016/j.iheduc.2014.05.004

Cited by 206 publications

(159 citation statements)

References 20 publications

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“…Despite a growing body of research predicting [2], describing [3]- [5], or providing suitable guidance on patterns of behaviour to support the learning process in online learning environments (e.g. in Learning Management Systems [6] or in MOOCs [7]), little is known on how students devote their time to learn across contexts beyond the boundaries of the virtual platform.…”

Section: Introductionmentioning

confidence: 99%

Time will tell: The role of mobile learning analytics in self-regulated learning

Tabuenca

Kalz

Drachsler

et al. 2015

Computers & Education

179

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Abstract. This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n=36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of four months. Repeated measures of the Online Self-Regulated Learning Questionnaire and Validity and Reliability of Time Management Questionnaire were taken along the course. Our findings reveal positive effects of tracking time on time management skills. Variations in the channel, content and timing of the mobile notifications to foster reflective practice are investigated, and timelogging patterns are described. These results not only provide evidence of the benefits of recording learning time, but also suggest relevant cues on how mobile notifications should be designed and prompted towards self-regulated learning of students in online courses.

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Section: Introductionmentioning

confidence: 99%

Time will tell: The role of mobile learning analytics in self-regulated learning

Tabuenca

Kalz

Drachsler

et al. 2015

Computers & Education

179

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“…• Communication among enrolled students: Online discussion forums, comprising sub-forums for technical feedback, introduction of study groups, readings groups, lecture discussions, final project forums [10,19] or an open Ask me Anything [5] forum section, are important components of MOOCs. Seaton et al [14] have proven that a large number of enrolled students spend more time on posting or reading discussion threads than on watching featured videos or reading additional learning materials.…”

Section: Massive Open Online Courses (Moocs)mentioning

confidence: 99%

“…Seaton et al [14] have proven that a large number of enrolled students spend more time on posting or reading discussion threads than on watching featured videos or reading additional learning materials. Analysis of digital traces of online learners reveals that forum participation levels drop significantly towards the end of the course [19]. Therefore, mechanisms for stimulating online forum discussions need to be put into place in order to make online communities effectives and sustainable [19].…”

Section: Massive Open Online Courses (Moocs)mentioning

confidence: 99%

“…Analysis of digital traces of online learners reveals that forum participation levels drop significantly towards the end of the course [19]. Therefore, mechanisms for stimulating online forum discussions need to be put into place in order to make online communities effectives and sustainable [19]. Some courses require participants to engage in discussions with other course participants and to be active on threaded discussion lists in order to achieve a certificate of completion.…”

Section: Massive Open Online Courses (Moocs)mentioning

confidence: 99%

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Open Geospatial Education

Belgiu

Strobl

Wallentin

2015

IJGI

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Abstract:The advances in open data, free and open source software solutions and open access to research publications have influenced the emergence of open educational resources (OER) initiatives. These initiatives permit access to openly licensed learning resources including courses, webinars, training materials and textbooks. Thereby, an increasing number of users has the opportunity to broaden their knowledge and gain new skills. The goal of this paper is to evaluate open education initiatives in the geospatial domain and its synergies with open spatial data and software movements. The paper is focusing on the Massive Open Online Course (MOOCs) movement. The advantages and challenges of open geospatial education will be thoroughly discussed.

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“…However, what is clear from the wider literature is that computer-based instruction is effective in supporting learning if appropriately designed [8,9]; but with so many different forms, it is unclear which format suits which learning context [5,10]. Online learning per se is not a novel educational modality, with existing forms typically involving an individual learner navigating content in effective isolation [11]. MOOCs, in contrast, are open and accessible to large numbers of learners from diverse backgrounds, with the only restrictive factor being access to an internet-enabled electronic device.…”

Section: Introductionmentioning

confidence: 99%

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Pickering

Swinnerton

2017

Med.Sci.Educ.

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Massive open online courses (MOOCs) remain a novel and under-evaluated learning tool within anatomical and medical education. This study aimed to provide valuable information by using an anatomy MOOC to investigate the demographic profile, patterns of engagement and selfperceived benefits to healthcare professionals. A 21-item survey aimed at healthcare professionals was embedded into the Exploring Anatomy: The Human Abdomen MOOC, in April 2016. The course attracted 2711 individual learners with 94 of these completing the survey, and 79 of those confirming they worked full-or part-time as healthcare professionals. Variations in use across healthcare profession (allied healthcare professional, nurse or doctor) were explored using a Fisher's exact test to calculate significance across demographic, motivation and engagement items; one-way ANOVA was used to compare self-perceived benefits. Survey data revealed that 53.2% were allied healthcare professionals, 35.4% nurses and 11.4% doctors. Across all professions, the main motivation for enrolling was to learn new things in relation to their clinical practice, with a majority following the prescribed course pathway and utilising core, and clinically relevant, material. The main benefits were in relation to improving anatomy knowledge, which enabled better support for patients. This exploratory study assessing engagement and self-perceived benefits of an anatomy MOOC has shown a high level of ordered involvement, with some indicators suggesting possible benefits to patients by enhancing the subject knowledge of those enrolled. It is suggested that this type of learning tool should be further explored as an approach to continuing professional, and interprofessional, education.

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Communication patterns in massively open online courses

Cited by 206 publications

References 20 publications

Time will tell: The role of mobile learning analytics in self-regulated learning

Time will tell: The role of mobile learning analytics in self-regulated learning

Open Geospatial Education

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

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