Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/116380


Title: MOOC study group: Facilitation strategies, influential factors, and student perceived gains
Authors: 陳揚學
Chen, Yang-Hsueh
Chen, Pin-Ju
Contributors: 教育系
Keywords: Cooperative/collaborative learning;Distance education and telelearning;Learning communities;Pedagogical issues;Teaching/learning strategies
Date: 2015-08
Issue Date: 2018-03-20 11:14:57 (UTC+8)
Abstract: “Join a Meetup Group” (face-to-face study group) has been propagated by Coursera to build rapport and provide mutual support among MOOC learners; however, studies remain scant regarding its effectiveness and sustainability. This interpretive case study documents our facilitation process, key influential factors, as well as student perceived gains in a six-week MOOC study group. Data sources include discussion recordings, end-of-course interviews, goal setting sheets, weekly reflection journals, and researchers' observation notes. Results showed that, cognitively, participants broadened their perspective of thinking, raised cultural awareness, and shared many learning strategies. Affectively, they established a strong sense of community and gained motivation for learning. Participants also increased action tendencies toward trying out Coursera functions, new courses, and learning strategies, and they became more cognizant of the benefits and procedures of the MOOC study group. Our findings suggest that, with proper design and facilitation, face-to-face study group would be a practicable and effective approach to leverage MOOC students' motivation, engagement, and deeper learning. Implications are discussed in terms of potential gains, challenges, key influential factors, as well as future design and implementation of MOOC study groups.
Relation: Computers & Education, 86, 55-70
Data Type: article
DOI 連結: https://doi.org/10.1016/j.compedu.2015.03.008
Appears in Collections:[教育學系] 期刊論文

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