Mobile and Accessible Learning for MOOCs

Sharples, Mike; Kloos, Carlos Delgado; Dimitriadis, Yannis; Garlatti, Serge; Specht, Marcus

doi:10.5334/jime.ai

Cited by 43 publications

(27 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several authors are concerned about their low instructional quality [18] or their high dropout rate [21], while others highlight the variety of research challenges triggered by the massive scale feature [8]. Some of these challenges are related to the promotion of social interactions that can generate knowledge [17] or the development of new pedagogical approaches which take advantage of the benefits of large scale [28].…”

Section: Introductionmentioning

confidence: 99%

Automatic Group Formation in a MOOC Based on Students’ Activity Criteria

Sanz-Martínez

Martínez‐Monés

Bote‐Lorenzo

et al. 2017

Data Driven Approaches in Digital Education

Self Cite

View full text Add to dashboard Cite

Abstract. Although there is significant evidence regarding benefits of small group collaboration in small-scale contexts, several challenges have been detected about the use of collaborative learning in MOOCs. Group formation, which is a crucial activity in order to achieve effective collaboration, is scarcely covered in MOOC platforms, which do not allow the formation of teams using criteria defined by the instructors. This paper presents an exploratory study conducted in a seven-week MOOC, comparing our group formation proposal, based on students' activity criteria, to a baseline grouping function provided by the platform. We analyse the impact of each grouping approach over group performance, group activity, and student satisfaction. The results show initial evidence about the advantages of using the criteria-based group formation approach regarding student satisfaction and group interactions.

show abstract

Section: Introductionmentioning

confidence: 99%

Automatic Group Formation in a MOOC Based on Students’ Activity Criteria

Sanz-Martínez

Martínez‐Monés

Bote‐Lorenzo

et al. 2017

Data Driven Approaches in Digital Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Social media and social networking applications demonstrate the potential for facilitating students' social interaction. By participating in an online social network, people who share common interests and goals can interact and exchange information and knowledge (Scardamalia & Bereiter, 2014 (Sharples, Kloos, Dimitriadis, Garlatti, & Specht, 2015), and provide new opportunities for designing and implementing advanced learning environments (Hwang, Wang, & Lai, 2015). Students' social interactions in online communities have contributed to the development of new paradigms and methodologies in education (Putnik et al, 2016).…”

Section: Social Networking Enhanced Learningmentioning

confidence: 99%

Co-Construction Concept Through Cloud-Based Social Network Platform Design, Implementation, and Evaluation

Chang

Shih

Fang

2018

IRRODL

View full text Add to dashboard Cite

Today's learners can easily share their thoughts on their social networks, and this movement, undoubtedly, has been affecting their learning. However, learners in such an ad hoc social network environment need a deliberate design to support their idea sharing and concept exchange. Gaining insights into how to stimulate concept sharing in a social network helps learners learn. To this end, this study examined how to design a cloud-based concept construction platform, and analyzed the users' interaction behaviours on the platform. A cloud-based platform named CoCoing.info was implemented to achieve the aim. The platform has three major functions: (a) co-construction concept building, (b) social network organization, and (c) concept circulation among social networks. Seven hundred and twenty-six accounts registered on the platform. Users constructed 2,121 concepts using 20,049 nodes, and 1,618 files were established. The access statistics results indicated that the platform was used throughout the day, in which the ratio of in-class to after-class access was 0.59:0.41. Among the interactions, 31.24% belonged to concept construction and 68.76% were user responses. Meanwhile, the key player social networking analysis results indicated that teachers appear to play a crucial role in initiating concept construction and triggering social interaction within the type of concept construction social network.

show abstract

“…30). Most participants were Master students, the highest educational degree (so far) was: high school (5 participants), Bachelor's degree (21) and Master's degree (10). On average, the participants had been using smart-phones for 7 years; all indicated to use them daily.…”

Section: Study Participantsmentioning

confidence: 99%

“…Critical for mobile learning [22,20,17,21] is the learning situation-a set of environmental and intentional constraints [2]-in which learning occurs. A learner's available time, the employed device type(s), and the frequency of interventions or distractions are only a few of those constraints that affect learning.…”

Section: Introductionmentioning

confidence: 99%

“…Mobile technology has enabled context-sensitive learning and the use of sensor data of mobile devices to enrich the learning experience [21]. Dingler et al [6] implemented an Android app to collect sensor data (e.g., location, ringer mode, motion) in order to detect learners' contexts and boredom levels during microlearning sessions on mobile devices.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Can I Have a Mooc2Go, Please? On the Viability of Mobile vs. Stationary Learning

Zhao

Robal

Lofi

et al. 2018

Lifelong Technology-Enhanced Learning

View full text Add to dashboard Cite

The use of mobile technology has become an ubiquitous part of our daily lives and enables us to perform tasks on-the-go and anytime that once were possible only on stationary devices. This shift has also affected the way we learn. The use of mobile devices for learning on-the-go requires users to multitask and divide attention between several activities, at least one of which (the learning activitiy) with high cognitive load. Massive Open Online Courses (MOOCs) have become a popular way for people around the world to learn outside of the traditional and formal classroom setting. While most MOOC platforms today offer specific apps to learn via mobile devices, the learning situation and its effect on learners while using mobile devices on-the-go has not been studied in full. In contrast to most existing mobile learning studies which were conducted in the lab, we focus on real-life situations commonly experienced by learners while they learn on-the-go. In a study with 36 participants and four mini-MOOCs deployed on edX, we investigate the differences in MOOC learners' performance and interactions in two different learning situations with mobile devices (stationary learning and learning on-thego) and under two environmental variables (daylight and crowdedness).

show abstract

Mobile and Accessible Learning for MOOCs

Cited by 43 publications

References 18 publications

Automatic Group Formation in a MOOC Based on Students’ Activity Criteria

Automatic Group Formation in a MOOC Based on Students’ Activity Criteria

Co-Construction Concept Through Cloud-Based Social Network Platform Design, Implementation, and Evaluation

Can I Have a Mooc2Go, Please? On the Viability of Mobile vs. Stationary Learning

Contact Info

Product

Resources

About