Watching MOOCs together: investigating co-located MOOC study groups

Li, Nan; Verma, Himanshu; Skevi, Afroditi; Zufferey, Guillaume; Blom, Jan; Dillenbourg, Pierre

doi:10.1080/01587919.2014.917708

Cited by 97 publications

(71 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Second, the flipped classroom approach in which students watch video content at home and spend a portion of class time in discussion can be an alternative to help students learn in a MOOC (Israel, 2015;Li et al, 2014;Sandeen, 2013;Swigart & Liang, 2016). We found many students wanted confirmation of their understanding from an instructor even if they had achieved high scores on quizzes.…”

Section: Discussionmentioning

confidence: 98%

“…For example, reliance on authority to check the validity of their understanding was evident among Chinese students taking an online MBA with American students (Liu et al, 2010). In addition, the concern of college students in Switzerland about understanding French MOOC content without instructor presence was also reported (Li et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Students were unable to tolerate uncertainty. In the flipped classroom in which students engage in social interaction with instructors or peers, we expect students will engage more in learning with less concern about their understanding of content through immediate social interaction (Israel, 2015;Li et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…One Korean student suggested watching MOOC video lectures with study group members to enhance their learning experience. Li et al (2014) compared two types of MOOC study group formats: One involved watching MOOC videos with study group members and interacting with them; the other, individual watching. They found that college students in Switzerland perceived the study group format as a more positive learning experience, characterized by greater attentiveness and engagement through synchronous social interaction than watching MOOC videos individually.…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom

Cho

Byun

2017

IRRODL

View full text Add to dashboard Cite

The goal of this study was to gain in-depth understanding about nonnative English-speaking students' lived experiences with massive open online courses (MOOCs) in a regular college classroom. Phenomenological methodology was used to examine those experiences in 24 Korean college students. Individual interviews, an open-ended online survey, observation notes, online weekly journal entries, and social media constituted the data sources. Findings show that students' lived experiences included (a) wonder and interest, (b) novel learning and teaching practices, (c) preference for video style, (d) learning strategies, (e) motivation to learn, and (f) need for face-to-face interaction. Implications for integrating a MOOC into a regular college course are also presented.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Nonnative English-Speaking Students’ Lived Learning Experiences With MOOCs in a Regular College Classroom

Cho

Byun

2017

IRRODL

View full text Add to dashboard Cite

show abstract

“…In many courses, students from the same town and city form groups for the in-depth discussions. Li et al (2014) also reported on the longitudinal study that the study group especially the one co-located had a pleasing experience in learning difficult topics. Moreover, self-management is sine qua non for digital learners in this information age.…”

mentioning

confidence: 99%

The potential and challenges of MOOCs in Pakistan: a perspective of students and faculty

Ahmed

Khan

Faisal

et al. 2017

AAOUJ

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Design/methodology/approach -The data were collected through interviews and focus group, and the respondents had completed at least one MOOC offering. This research used content and thematic analysis with the triangulation of methods and sources.Findings -The finding of this study reflects that MOOCs are inspiring great number of learners in Pakistan despite of factors impeding the surge of e-learning. MOOCs in regional languages with better electricity and internet connectivity could be very useful for the rural areas' people but it requires extra ordinary interest from government and academicians.Research limitations/implications -This is an exploratory qualitative study highlighting the potential and challenges of MOOCs from the perspective of faculty and students. However, it does not incorporate the views of university officials. Similar study could consider university officials and university owner as respondents. In addition, future studies could also investigate the factors inhibiting completion of MOOCs. Originality/value -Despite of the sharp rise of published literature on MOOCs, there is less contribution from the developing countries. This research enables us to develop better understanding of the potential and challenges of MOOCs in the social context of Pakistan.

show abstract