Design Considerations for Computer Conferences

Cıfuentes, Lauren; Murphy, Karen L.; Segur, Rhoda; Kodali, Sailaja

doi:10.1080/08886504.1997.10782222

Cited by 41 publications

(34 citation statements)

References 16 publications

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“…Less often, they also provided administrative information (such as the 'certificate will be issued in pdf format') or responded to a technical question when necessary. Having the staff not contributing substantially could be an advantage, as student participation may increase when discussions are not led by the instructors [28,29]. In a previous study analysing another MOOC [56], we observed comparable proportions, with teaching assistants and instructors contributing 2.04% of all posts.…”

Section: Active and Self-sustaining Participationmentioning

confidence: 47%

“…Moreover, interactions among peers, rather than interactions with instructors, are linked to higher satisfaction, more high-level knowledge discussions and a potentially stronger sense of community [27]. Student participation may increase when the discussions are not led by instructors [28,29]. Previous research also indicates that a small number of contributors can be the authors of an overwhelming percentage of posts [30] Social interaction is based on the ability of people to project their personalities into the group and to develop a sense of community [31], defined as feelings of connectedness among participants and as a commonality of learning expectations and goals [32].…”

Section: Individualistic Vs Connectivist Moocsmentioning

confidence: 99%

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The Forum Community, the Connectivist Element of an xMOOC

Dubosson¹,

Emad²

2015

ujer

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One of the fastest growing approaches to teaching and learning in the new digital paradigm is the use of Massive Open Online Courses (MOOCs). They are categorised either as cMOOCs following a connectivist approach, or as xMOOCs based on behaviourist principles. However, in xMOOC environments, forums may play a real connectivist role if they are functioning as a community. This paper builds on the criteria of Herring (2004) in order to determine the existence and dynamics of a community. Forum participants, in a connectivist approach, create knowledge together by requesting help, answering questions, discussing concepts and techniques, and suggesting applications and additional learning material. This research questions the existence of a clear distinction between cMOOCs and xMOOCs. It was also observed that gender roles in STEM classes are replicated online. Online teaching nowadays is no longer based on one-way processes but includes users in multi-way processes. These dynamics may be effective in ensuring a strong and well-functioning learning community.

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Section: Active and Self-sustaining Participationmentioning

confidence: 47%

Section: Individualistic Vs Connectivist Moocsmentioning

confidence: 99%

The Forum Community, the Connectivist Element of an xMOOC

Dubosson¹,

Emad²

2015

ujer

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“…Student participation may increase when the discussions are not led by instructors [26,27]. Results seem to be conflicting between studies showing that more peer interactions generate higher academic performance [28,29] and others concluding the opposite: students with high grades tend to read less of the forum contents, than those with lower grades [24].…”

Section: Forum Contentmentioning

confidence: 97%

Video and course content discussion on Massive Open Online Courses: An exploratory research

Dubosson¹,

Emad

Broillet

et al. 2014

2014 IEEE International Professional Communication Conference (IPCC)

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-This paper deals with the ways in whichMassive Open Online Courses (MOOC) participants use course related forums and the contribution of those forums to the learning experience of their virtual students. We focused on the comparison between, on one hand, video content provided by the course organizers and on the other hand, the content provided by user discussions in the forums. Our methodology frame is based on natural sociological inquiry. Video Lectures, as well as the most active forum threads and their posts were collected during a 6 weeks long xMOOC that took place in fall 2013 on a well-known MOOC platform. Content analysis was performed and the study concludes that the forum included a very high level of interactions involving mostly course related exchange of information amongst students, placing this course at the intersection between a constructivist MOOC (cMOOC) and a classical information transmission based MOOC (xMOOC).

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“…For example, Cifuentes et al (1997) in their study of 100 pre-service teachers found that increasing the weight of online discussion in the final grade provided incentive for students to contribute in the discussion. The increased emphasis on asynchronous online discussion within the grading system appeared to have had a positive effect on student contribution.…”

Section: Technical Aspectsmentioning

confidence: 99%

Student contribution in asynchronous online discussion: a review of the research and empirical exploration

2009

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The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review 50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section, we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma.

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Design Considerations for Computer Conferences

Cited by 41 publications

References 16 publications

The Forum Community, the Connectivist Element of an xMOOC

The Forum Community, the Connectivist Element of an xMOOC

Video and course content discussion on Massive Open Online Courses: An exploratory research

Student contribution in asynchronous online discussion: a review of the research and empirical exploration

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