How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

Abstract

Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended environments, such elements may not be feasible or even desirable. This study explores how virtual teams collaborate in online learning tasks in the context of a nine-week Massive Open Online Course (MOOC) where international, virtual teams worked on PBL-like tasks. Twenty-one self-formed teams were observed. An inductive thematic analysis resulted in five themes: 1) team formation and team composition, 2) team process (organization and leadership), 3) approach to task work (task division and interaction), 4) use of tools, and 5) external factors (MOOC design and interaction with others). Overall findings revealed that online, virtual teams can collaborate on learning tasks without extensive guidance, but this requires additional communication and technological skills and support. Explicit discussion about group organization and task work, a positive atmosphere, and acceptance of unequal contributions seem to be positive factors. Additional support is required to prepare participants for virtual team work, develop digital literacy, and stimulate more elaborate brainstorming and discussion.

Learners’ Awareness towards the Use of MOOCs in Teaching and Learning

“…Students' acceptance towards the use of MOOCs can vary depends on their style of learning and preferences. These findings were also parallel to Verstegen et al (2018)'s study on the use of MOOCs in helping learners to be collaborative in their learning. Verstegen et al (2018) believed that MOOCs help to provide learners with the platform to be collaborative on the learning tasks but communication and technological skills are needed.…”

“…These findings were also parallel to Verstegen et al (2018)'s study on the use of MOOCs in helping learners to be collaborative in their learning. Verstegen et al (2018) believed that MOOCs help to provide learners with the platform to be collaborative on the learning tasks but communication and technological skills are needed. It is undoubtedly proven that MOOCs are beneficial in providing both educators and learners with the skills of 21st century learning and also to prepare them with the fourth industrial revolution.…”

Learning Innovations of Massive Open Online Courses Integrated Hybrid Learning as an Acceleration to Increasing Professional Capability of Prospective Vocational Teachers in the Industrial Revolution 4.0

“…The attractiveness test on MOOCs products developed is by the roles and functions of MOOCs as an innovative learning media. MOOCs can be interpreted as a new way of learning that is centered on students and uses technology with an unlimited reach (Zhu, 2018;Douglas et al, 2019;Garrido et al, 2019;Verstegen et al, 2019). The basic principle is that MOOCs cross the boundaries of classrooms, schools, campuses and even the state, allowing students to be able to acquire knowledge and skills quickly and even be taught by experts.…”

“…There are no special requirements for joining MOOCs. Regarding blended learning, MOOC media is the media that is most suitable and relevant to the learning model Some experts explain that MOOCs have a main component which includes: (1) learning videos, usually divided into several sections with a duration of 5-10 minutes per video; (2) assessment, using (a) automatic assessment of multiple choice questions, and (b) peer-reviewed assessments where participants assess each other based on specified criteria; (3) forums, where participants can interact with other participants and with instructors; (4) reading, which is available online or provided by the instructor; (5) live video sessions (live), in addition to where participants can interact via video conference directly with the instructor (Antonaci et al, 2017;Wu and Chen, 2017;Bonk et al, 2018;Huisman et al, 2018;Sullivan et al, 2019;Verstegen et al, 2019). These components are more easily synchronized with the blended learning model which is actually a combination learning model between face to face and face to face online (Jani et al, 2018;Han and Ellis, 2019;Kong, 2019;Leeuwen et al, 2019).…”

“…Until now, MOOCs are still an effective learning media in developing the level of independence and capability of students, especially prospective vocational students. In MOOCs, learning or courses using video and assisted with animations that can encourage students to increase the power of analyzing their brains (Pan et al, 2017;Huisman et al, 2018;Verstegen et al, 2019). At MOOCs, there is also weekly assessment every week in the form of quizzes and final examinations at the end of each course to determine the graduation of students.…”