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題名 MOOC study group: Facilitation strategies, influential factors, and student perceived gains 作者 陳揚學
Chen, Yang-Hsueh
Chen, Pin-Ju貢獻者 教育系 關鍵詞 Cooperative/collaborative learning ; Distance education and telelearning ; Learning communities ; Pedagogical issues ; Teaching/learning strategies 日期 2015-08 上傳時間 20-Mar-2018 11:14:57 (UTC+8) 摘要 “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. 關聯 Computers & Education, 86, 55-70 資料類型 article DOI https://doi.org/10.1016/j.compedu.2015.03.008 dc.contributor 教育系 zh_Tw dc.creator (作者) 陳揚學 zh_TW dc.creator (作者) Chen, Yang-Hsueh en_US dc.creator (作者) Chen, Pin-Ju en_US dc.date (日期) 2015-08 dc.date.accessioned 20-Mar-2018 11:14:57 (UTC+8) - dc.date.available 20-Mar-2018 11:14:57 (UTC+8) - dc.date.issued (上傳時間) 20-Mar-2018 11:14:57 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/116380 - dc.description.abstract (摘要) “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. en_US dc.format.extent 1534768 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) Computers & Education, 86, 55-70 dc.subject (關鍵詞) Cooperative/collaborative learning ; Distance education and telelearning ; Learning communities ; Pedagogical issues ; Teaching/learning strategies en_US dc.title (題名) MOOC study group: Facilitation strategies, influential factors, and student perceived gains en_US dc.type (資料類型) article dc.identifier.doi (DOI) 10.1016/j.compedu.2015.03.008 dc.doi.uri (DOI) https://doi.org/10.1016/j.compedu.2015.03.008
