Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?

An e-Portfolio-based Model for the Application and Sharing of College English ESP MOOCs

“…MOOCs are characterized by openness, which breaks the constraint of time, and makes MOOCs easier for more and more learners to use (Chen, 2016a;Cormier & Siemens, 2010). MOOCs are also featured by learners' voluntary participation, i.e., learners can complete the courses independently or conduct peer assessment conveniently (Xu, 2015), and MOOC learners have their own preferred modes of communication based on their "level of English language proficiency, gender, level of education, and age, and did so in the context of a MOOC on creativity and innovation" (Zhang et al, 2016), which guarantees the effective utilization of such resources.…”

Use of internet technologies for students’ communicative competence development in the process of professional foreign language study in technical universities

“…They also bring an outstanding potential for learners and great opportunities for conducting research on learning in general, with special insights on distance and online learning. There is also online video-and audio-based meeting "Zoom rooms" specifically created for the CIC grouping study through Zoom.ru [1]. The Creativity, Innovation and Change (CIC) MOOC 2.0 is focused on developing creativity and leading change, and called for experimentation and experiential learning [2], although the circumstantial variables: lack of employer's support, job change, health reason explain a portion of MOOC student attrition rates [3].…”

Stimulating Creativity in Online Learning Environments through Intelligent Fast Failure

“…The MOOC studied here was designed as a combined cMOOC/xMOOC with both connectivist and behaviorist characteristics. Translating experiential learning activities to fit either type of MOOC environment is challenging for many reasons, including the asynchronous nature of MOOCs, the physical separation of MOOC students and instructors, and underlying resource issues and/or cultural norms that may preclude certain activities in specific countries 19 . While the research described here does not address issues of MOOC attrition or commitment directly, it is an important step in identifying the effectiveness of a particular experiential learning activity, which may then be used in future studies focused on retention in MOOCs.…”

“…As shown in Table 2, 56% of these 859 students were female, and 44% were male. In the CIC MOOC as a whole, 3,803 of the approximately 65,000 enrolled participants responded to the pre-course demographic survey; of these, 48% were female, and 52% were male 19 . As is also shown in Table 2, students participating in the Shoe Tower exercise represented 94 countries, which is approximately 50% of the 187 countries represented by the 3,803 students who registered for the course and completed the optional Coursera demographic survey 19 .…”

“…In the CIC MOOC as a whole, 3,803 of the approximately 65,000 enrolled participants responded to the pre-course demographic survey; of these, 48% were female, and 52% were male 19 . As is also shown in Table 2, students participating in the Shoe Tower exercise represented 94 countries, which is approximately 50% of the 187 countries represented by the 3,803 students who registered for the course and completed the optional Coursera demographic survey 19 . This CIC MOOC attracted a significant number of Chinese learners (24% of those visiting the course at least once); this may be a result of the course contents being provided in Chinese as well as English, which reduced the language barrier.…”