Assessing Learning in MOOCs Through Interactions Between Learners

Autor:	Francis Brouns, Olga Firssova
Přispěvatelé:	Department TELI, RS-Research Line Technology Enhanced Learning Innovations for teaching and learning (TELI) (part of WO program), RS-Theme Open Education, Silvester Draaijer, Desirée Joosten-ten Brinke, Eric Ras
Rok vydání:	2019
Předmět:	learner interactions knowledge building mixed methods media_common.quotation_subject text analysis Knowledge building Mathematics education Retrospective analysis MOOC learning High activity Quality (business) Group knowledge assessing learning Psychology media_common
Zdroj:	Technology Enhanced Assessment ISBN: 9783030252632 TEA Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers, 42-54 STARTPAGE=42;ENDPAGE=54;TITLE=Technology Enhanced Assessment Brouns, F M R & Firssova, O 2019, Assessing learning in MOOCs through interactions between learners . in S D, D J B & E R (eds), Technology Enhanced Assessment : 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers . Springer International Publishing AG, Communications in Computer and Information Science, vol. 1014, pp. 42-54, TEA 2018 Technology Enhanced Assessment Conference, Amsterdam, Netherlands, 10/12/18 . https://doi.org/10.1007/978-3-030-25264-9_4
Popis:	This paper presents a retrospective analysis of learning in a MOOC as recon-structed from the conversations that learners conducted in MOOC group forums while performing the course tasks. A mixed method approach was applied to ana-lyse the quantity and the quality of these conversations. Two activity patterns were distinguished – in groups with higher activity levels, there were more indi-vidual contributions (posts) on more course themes and these contributions were broader spread throughout the course. In high activity groups there was also more interaction between participants, i.e., more questions, answers, explanations and elaborations. The presented study demonstrates how modeling interactions in group forums helps to elicit individual and emerging group knowledge construc-tion and thus supports defining MOOC learning, informs MOOC design and provides insights on how assessing MOOC learning can be automated
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::af3b7fdcb7d8961c60c1a52b9bc20161 https://doi.org/10.1007/978-3-030-25264-9_4 Zobrazit plný text záznamu