Effective interactive engagement strategies for MOOC forum discussion: A self-efficacy perspective

Abstract

This mixed methods sequential explanatory study identified and explained the features of engagement strategies for MOOC forum discussion that help low-achieving students make significant progress. Triangulated data were collected from MOOC learners’ (n = 335) scores in two reading assessments, their posts to the embedded online discussion forum, and their self-reflection learning journals. Based on learning progress between pre- and post-assessment tasks, MOOC learners are divided into three groups: 1) little, 2) moderate, and 3) significant progress. According to a statistical analysis of the quantified posts, surprisingly, the low-scoring students from the pre-test who demonstrated significant progress later engaged in significantly fewer peer-peer and peer-teacher interactions in the online discussion forum. Guided by self-efficacy literature, the reflective journals of these learners suggested that 1) learner-content interactions may help them advance learning and obtain new information and linguistic knowledge from the peer-made learning materials in the discussion forum; 2) they did not share and exchange ideas and answers with their peers. Instead, they prefer learning from others’ discussions and wish to get quick feedback and suggestions on their contributions to the discussion forum; and 3) peer-peer and peer-teacher interactions were proposed as two solutions to regulate their online learning experience as they lack self-discipline and time-management skills. Implications include teachers’ continuous support to encourage low-achieving students to learn peer-generated content and quick feedback on their contributions to the discussion forum.

The Involvement of Academic and Emotional Support for Sustainable Use of MOOCs

“…Scholars argue that one of the reasons for the high dropout rate in MOOCs is a lack of interaction, a key factor influencing learning engagement [ 3 , 17 , 18 ]. Consequently, the concept of MOOCs has been further classified into xMOOCs and cMOOCs [ 19 ].…”

“…However, this also requires students to take responsibility for their own learning process. In this process, students are prone to developing feelings of emotional isolation, making it easier for them to disengage from the course [ 10 , 18 , 50 ].…”

“…Discussion forums may also fail to provide emotional support for certain types of learners. Researchers noted that low-achieving students tend not to engage in peer interactions or discussions but prefer learning from their peers’ discussions [ 18 ]. Based on the Felder–Silverman Learning Style Model (FSLSM), researchers highlight that learners have different types, with some prefer learning through participation in discussion forums (active learners), while some prefer processing information internally, indicating a preference for observing information generated by others (reflective learners) [ 40 , 51 ].…”