Modeling Collaborative Intentions and Behavior in Digital Environments: The Case of a Massive Open Online Course (MOOC)

Razmerita, Liana; Kirchner, Kathrin; Hockerts, Kai; Tan, Chee‐Wee

doi:10.5465/amle.2018.0056

Cited by 33 publications

(25 citation statements)

References 143 publications

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“…In this respect, research related to communication and collaboration involve formal online virtual environments for learning, managed by institutions (Schwier, 2012;Veletsianos & Navarrete, 2012), or informal ones, including MOOCs (Ebner, Lienhardt, Rohs, & Meyer, 2010;Razmerita, Kirchner, Hockerts, & Tan, 2019;Sanz-Martínez, Er, Martínez-Monés, Dimitriadis, & Bote-Lorenzo, 2019). In all these cases, the amount of available information and knowledge is much too great, the specialized online search requiring collaborative filtering recommender agent tools integrated in virtual collaborative learning environment, which should consider the students' learning styles (Dascalu et al, 2015).…”

Section: Communication and Collaboration Applications For Learning In Higher Educationmentioning

confidence: 99%

Exploring the Factors Influencing the Use of Communication and Collaboration Applications

Maican

Cazan

Lixăndroiu

et al. 2021

Journal of Organizational and End User Computing

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Over the recent years, online communication and collaboration applications have been extensively used in teaching, learning, and research. The aim of the present study is to evaluate the attitudes and perceptions of higher education students concerning these applications and their use in learning activities. The research was conducted on 748 Romanian students. The findings have revealed that social networks represent the main category of communication and collaboration applications used for learning purposes. Additionally, gender-induced differences have been found, as well as variances among undergraduates and graduates by several dimensions of the unified technology acceptance model, while students' learning engagement proved to mediate the relationship between personality traits, technology self-efficacy, and the use of collaboration tools. The paper also offers a comparative analysis between the students' and the academics' responses to the use of online communication and collaboration applications in the same cultural and organizational context. Practical implications are also presented.

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Section: Communication and Collaboration Applications For Learning In Higher Educationmentioning

confidence: 99%

Exploring the Factors Influencing the Use of Communication and Collaboration Applications

Maican

Cazan

Lixăndroiu

et al. 2021

Journal of Organizational and End User Computing

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“…The most obvious reason for this "burnout" is the absence of additional personal skills necessary for effective e-learning. Among such skills are time management, self-organization, psychological stability, ability to overcome obstacles and cope with poor learning results [26].…”

Section: Introductionmentioning

confidence: 99%

MOOC As an Enabler for Achieving Professional Competence: Problem-Solving Aspect

Berestova

Кондратенко

Lobuteva

et al. 2021

Int. J. Emerg. Technol. Learn.

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The prerequisites for this research included the rapid development and constant modernization of massive open online courses (MOOCs) and their dissemination in higher education, in particular, in the preparation of medical practitioners of various specialties. The present investigation was conducted among two groups of students of I.M. Sechenov First Moscow State Medical University (experimental and control, 48 and 46 people respectively). For the control group, a standard MOOC with a training design characteristic of the vast majority of similar courses was proposed. The experimental group took the MOOC with additional learning strategies. Results showed the introduction of collaborative learning and decision-making assignments in e-education could overcome the challenges of MOOCs or at least significantly reduce their negative impact on the learning process. The share of experimental group participants who completed the training course and passed all the tests was 78.26%, while in the control group, their part was only 39.58%. The study findings can be widely applied when designing new MOOC curricula or improving the existing courses.

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“…These opportunities suggest improving interpersonal aspects since human beings are social entities, and the learning process is strengthened by increasing the interaction of the subjects, which is why it is necessary to design social interaction activities (Razmerita et al, 2020). The MOOC assessed in the present paper shows evident strengths in the learning environment and its applicability in the clinical context but limitations regarding forming a learning community.…”

Section: Discussionmentioning

confidence: 85%

“…According to Razmerita et al (2020) MOOC not only democratize access to education, but they also empower individuals to learn independently at their own pace. Learning in a MOOC depends on learner effort in the course, it requires students to be highly self-regulated and personally engaged (Zhu and Bonk, 2018).…”

Section: Introductionmentioning

confidence: 99%

Design and Evaluation of a Mooc for Clinical Educators

Olivares-Olivares¹,

Turrubiates-Corolla²,

EsperónHernández³

et al. 2021

International Conference on Education

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The MOOCs offer education with high quality standards and have the potential to offer better educational experiences within learning communities where students and teachers from multiple institutions and areas participate. Clinical professors need to be continuously trained with new alternatives that reduce the gap of traditional education with the needs of students. In addition, it is essential to move from education focused exclusively on science, towards a comprehensive education focused on the needs of the most important actor: the patient. The purpose was to design, implement, and evaluate a MOOC on educational evaluation in health sciences. The content of the MOOC was designed and developed with the participation of 15 professors from three universities in Mexico. A pilot was implemented during September-October 2019 to train at least 30 teachers from the three universities. An instrument was designed to measure the fulfillment of teachers' expectations. The pre-test was applied before starting the pilot course and the post-test at the end of the program. The tests were answered by 29 of 57 professors, whose data were analyzed using the t-student statistical test. The course was successfully completed by 33 of 57 teachers. The results of the statistical test show that there is a significant difference. The expectations of the teachers who completed the course were exceeded. For the educational proposal to be considered valuable, it must consistently meet the participant's learning needs according to the effort and cost invested. Knowing the perceived value indicates how participants conceive the value of the program. In this sense, MOOCs represent opportunities for teacher training in educational evaluation. The project has great potential for impact at the Latin American level. Keywords: MOOC, clinical teachers, health sciences, clinical competence, patientcentered learning, educational innovation

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Modeling Collaborative Intentions and Behavior in Digital Environments: The Case of a Massive Open Online Course (MOOC)

Cited by 33 publications

References 143 publications

Exploring the Factors Influencing the Use of Communication and Collaboration Applications

Exploring the Factors Influencing the Use of Communication and Collaboration Applications

MOOC As an Enabler for Achieving Professional Competence: Problem-Solving Aspect

Design and Evaluation of a Mooc for Clinical Educators

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