Social Network Analysis of MOOC Learners’ Knowledge Building

Xu, Liujie; Wang, Fancong; Yu, Bo

doi:10.1007/978-981-10-6144-8_21

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…Precisely, the quality of online posts and notes can play an important role in determining the quality of interaction and participation among students in the knowledge-building process, as supported by Ioannou, Demetriou et al (2014). The process of scaffolding in the form of teachers’ supports is essential for the epistemic agency of students by supporting and leading students in expressing and building their opinions in a knowledge-building process (Xu et al , 2018). Both presence and connectivity were found to promote knowledge building as they foster both continuous access to the online forum and the making of contributions at different times throughout the discussion sessions.…”

Section: Final Remarksmentioning

confidence: 99%

A conceptualization of factors affecting collaborative knowledge building in online environments

Ghazal

Al-Samarraie

Wright

2019

OIR

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Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

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Section: Final Remarksmentioning

confidence: 99%

A conceptualization of factors affecting collaborative knowledge building in online environments

Ghazal

Al-Samarraie

Wright

2019

OIR

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“…Concurrently, in online learning, students attain learning goals by sharing resources, exchanging ideas, negotiating opinions, and constructing new knowledge. Students produce ideas, theories, or assumptions by collaborating and participating in purposeful learning activities in specific communities (Xu et al, 2018). Each student gains knowledge during the formation of the learning community.…”

Section: Knowledge Buildingmentioning

confidence: 99%

“…Each student gains knowledge during the formation of the learning community. Xu et al (2018) also stated that knowledge of the whole learning community has been improved in depth and breadth through online dialogues and inquiry activities. Those activities, whether noticeable or not, are tremendously conducive to fostering knowledge-building in online learning.…”

Section: Knowledge Buildingmentioning

confidence: 99%

Influence of Community of Inquiry on Knowledge Building in Online Learning During COVID-19 Pandemic

Kamal Abdul Nasir,

Ab Jalil,

Ismail

2024

IJARBSS

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In Malaysia, the government and higher education institutions have introduced various policies and plans regarding online learning. When the Coronavirus disease (COVID-19) pandemic hit the world in 2019, the government implemented the Movement Control Order (MCO) starting on March 18, 2020. Consequently, Malaysian higher education institutions fully utilized online learning platforms such as Zoom, Microsoft Teams, Webex Blackboard, and Google Classroom in order to sustain the continuity of teaching and learning during the pandemic. Therefore, the main objective of this study is to determine the influence of community of inquiry (social presence, cognitive presence, and teaching presence) on knowledge building in online learning among undergraduate students in Malaysian public universities during the COVID-19 pandemic. This study adopted a correlational research design and was conducted at Malaysian public universities. The sample was selected based on the proportional stratified sampling method, and the recommended sample size for this study was 367. Statistical descriptive analysis discovered that knowledge building and community of inquiry were more inclined. From the direct effect of Structural Equation Model (SEM) analysis, the community of inquiry insignificantly effect knowledge building in online learning (β = 0.072; C.R. = 0.647; p = 0.517). Hence, future studies can compare the findings from different scholars in Malaysian and overseas contexts. This study offered an integrated, coherent, and actionable framework covering a variety of constructs in the context of online learning during a pandemic. In addition, it also provided insight for universities as to where future efforts need to be directed, especially in the areas related to the improvement of the facilities and infrastructure for online learning implementation.

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“…Students follow a curriculum and are awarded a certificate after completing the MOOC, where enrolment is unlimited, there is no tuition and strict admission requirement, and the courses are entirely online [11]. MOOCs democratise access to education by not requiring exclusive prerequisites [12]. MOOCs provide diverse content to multitudes of learners, offering access to new knowledge and skills across all disciplines, which needs to be improved in developing countries [13].…”

Section: Introductionmentioning

confidence: 99%

Opportunities and challenges of adopting MOOCs in Africa: A systematic literature review

Maphosa¹,

Maphosa²

2023

Massive Open Online Courses - Current Practice and Future Trends

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Despite MOOCs' transformative and disruptive potential, African higher education institutions have yet to realise this potential, even though the continent has the highest needs. MOOCs are one of the 21st century's most transformative tools for higher education and offer scalable affordances, increase access to quality education, and offer new learning opportunities to communities previously disadvantaged by location and time. The outbreak of COVID-19 has magnified the need for remote-based teaching to minimise learning disruptions. Although developed countries have adopted MOOCs as a novel tool for technology-enhanced learning, African learners need help adopting such platforms. Literature indexed by the two leading bibliometric databases, the Web of Science and Scopus, were used for a systematic literature review to evaluate research themes on the opportunities and challenges faced when adopting MOOCs in Africa. Using the eight-step guide to conduct a systematic literature review methodology, 36 articles published between 2013 and 2021 were included in the final analysis based on the set criteria. Results indicate that only some African countries are researching MOOCs. The research themes identified regarding opportunities for MOOCs are repurposing MOOCs, democratising access to higher education, professional development of teachers, transitions in the workplace and using algorithms to enhance learning. The research themes identified regarding the challenges when implementing MOOCs are access to the Internet and educational equipment, pedagogical barriers and MOOCs as a preserve of the Global North. MOOCs provide the potential for universal access to education if African governments could enact policies that support development, adoption and growth.

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Social Network Analysis of MOOC Learners’ Knowledge Building

Cited by 4 publications

References 22 publications

A conceptualization of factors affecting collaborative knowledge building in online environments

A conceptualization of factors affecting collaborative knowledge building in online environments

Influence of Community of Inquiry on Knowledge Building in Online Learning During COVID-19 Pandemic

Opportunities and challenges of adopting MOOCs in Africa: A systematic literature review

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