Systematic Review of Discussion Forums in Massive Open Online Courses (MOOCs)

Almatrafi, Omaima; Johri, Aditya

doi:10.1109/tlt.2018.2859304

Cited by 78 publications

(74 citation statements)

References 73 publications

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“…MOOC, 23 learners participated in the discussions through the MOOC forum and the WeChat group. This proportion was similar to previous MOOC research which indicated that 5% to 25% of registered learners posted in forums at least once (Almatrafi & Johri, 2019). This study was conducted in an unobtrusive way;…”

supporting

confidence: 88%

“…As knowledge continues to grow and evolve (Bereiter, 2002), learner agency (Bandura, 2001) for knowledge construction and creation is critical. Regardless of the theoretical foundation upon which a MOOC is grounded (Almatrafi & Johri, 2019;Bell, 2011;Joksimović et al, 2018), the MOOC's design, instruction, and associated learning should enhance learners' thinking and cognitive ability, foster social interaction and collaboration, and advance group knowledge (Bereiter, 2002;Damsa, 2014). As our research results initially revealed, the learning process in the MOOC was socially distributed, locally contextualized, and evolved over time in a network composed of interdependent components (Brown, Dehoney, & Millichap, 2015).…”

Section: Theoretical Implicationsmentioning

confidence: 88%

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Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Ouyang

Sun

et al. 2020

IRRODL

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The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more mixed-method studies to provide both quantitative, generalized analysis and qualitative, detailed descriptions of learning. This study fills these practice and research gaps. We designed a Chinese MOOC with the support of a pedagogical strategy, a learning analytic tool, and a social learning environment in order to foster learner engagement in discussions. Mixed methods were used to explore learners’ discussion patterns, perceptions, and preferences. Results indicated that learners demonstrated varied patterns, perceptions, and preferences, which implies a complex learning process due to the interplay of multiple factors. Based on the results, this research provided theoretical, pedagogical, and analytical implications for MOOC design, practice, and research.

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supporting

confidence: 88%

Section: Theoretical Implicationsmentioning

confidence: 88%

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Ouyang

Sun

et al. 2020

IRRODL

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“…Social interaction is a very important part of MOOC learning input, and the greater the MOOC learning input, the longer the MOOC learner will persist in their education (Hmedna et al 2019). The status and quality of social interactions in MOOC discussion forums are explored by empirical study (Almatrafi and Johri 2019). The interaction level in MOOC discussion forums is comprehensively analyzed by comparing discussion forum posts, MOOC categories, MOOC teaching modes, MOOC learning support, and MOOC evaluation methods (Deng et al 2019).…”

Section: Social Interaction In Mooc Discussion Forumsmentioning

confidence: 99%

Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

2021

Educ Inf Technol

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Although some studies have explored massive open online courses (MOOCs) discussion forums and MOOC online reviews separately, studies of both aspects are insufficient. Based on the theory of self-determination, this paper proposes research hypotheses that MOOC learning progress has a direct impact on MOOC online reviews and an indirect influence on MOOC online reviews through social interactions in discussion forums, as well. Coursera the largest MOOC platform, is selected as the empirical research object, and data from learners who participated in the MOOC discussion forum and provided MOOC online reviews from August 2016 to December 2019 are obtained from the most popular course, “Machine Learning”. After processing, data from 4376 learners are obtained. Then, according to research hypotheses, multi regression models are constructed accordingly. The results show that the length of MOOC online review text is affected by the MOOC learning progress, the number of discussion forum posts, the number of follow, the online review sentiment and MOOC rating. This study highlights the main factors that affect MOOC online reviews. As a result, some suggestions are put forward for the construction of MOOC.

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“…The research focuses on (1) emphasizing the importance of interactive behavior of curriculum forums on the construction of learners' knowledge, and the impact of interactive behavior of curriculum forums on learning outcomes, combining big data, mining potential problems in forums, and providing timely intervention solution for instructors [10]; (2) using professional curriculum evaluation tools to evaluate learners' learning effects [11]; (3) using machine learning tools and natural language processing techniques to conduct semantic analyses of student evaluations, judging the willingness of students to participate in continuance learning [12]; (4) the copyright issues that restrict the development of MOOCs with the growing number of MOOC platforms and users, which have also aroused researcher's attention [13] [14].…”

Section: ) the Fourth Strand Of Mooc Research (2017-current)mentioning

confidence: 99%

The Impact of MOOC Instructor Group Diversity on Review Volume and Rating— Coursera Specialization as an Example

Zhou

2020

IEEE Access

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Massive open online courses (MOOCs) have attracted increasing attention. Instructors, as an important component of MOOC online collaboration, have not received sufficient attention. Therefore, this paper constructs a hierarchical linear model (HLM) with time variables to study how the instructor group diversity of Coursera specialization affects group performance and how the instructor group diversity of the specialization changes with time. This paper chooses instructor groups of all Coursera specializations from May to October 2018 as the empirical research object, obtains 397 specialization courses, and calculates and analyzes the research object. The results show the following. (1) The duration difference in the continuous opening course by instructor group has a significantly negative impact on the review volume and rating of the specialization, but the negative impact gradually decreases up to a point. Beyond that point, the review volume and rating increase with the increase in duration difference in the continuous opening courses by instructor group. (2) The difference in the teaching field by instructor group has a significantly positive impact on the specialization review volume, but the positive impact gradually decreases up to a point. Beyond that point, the specialization review volume decreases with the increase in the difference of the instructor group teaching field. Unexpectedly, the difference in the instructor teaching field has no significant impact on the specialization rating. (3) In a specialization, the duration difference in the continuous opening course by instructor group decreases significantly over time, as does the difference in the teaching field. Therefore, some suggestions are proposed for the future construction of Coursera specialization.

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Systematic Review of Discussion Forums in Massive Open Online Courses (MOOCs)

Cited by 78 publications

References 73 publications

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

The Impact of MOOC Instructor Group Diversity on Review Volume and Rating— Coursera Specialization as an Example

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