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題名 Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions 作者 陳揚學
Chen, Yang-Hsueh
Chen, Pin-Ju貢獻者 教育學院 關鍵詞 study group; MOOCs; blended learning; Facebook; college students 日期 2022-03 上傳時間 7-Jul-2022 11:21:52 (UTC+8) 摘要 Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members. 關聯 Frontiers in Psychology, Vol.12 資料類型 article DOI https://doi.org/10.3389/fpsyg.2021.670533 dc.contributor 教育學院 - dc.creator (作者) 陳揚學 - dc.creator (作者) Chen, Yang-Hsueh - dc.creator (作者) Chen, Pin-Ju - dc.date (日期) 2022-03 - dc.date.accessioned 7-Jul-2022 11:21:52 (UTC+8) - dc.date.available 7-Jul-2022 11:21:52 (UTC+8) - dc.date.issued (上傳時間) 7-Jul-2022 11:21:52 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/140828 - dc.description.abstract (摘要) Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members. - dc.format.extent 105 bytes - dc.format.mimetype text/html - dc.relation (關聯) Frontiers in Psychology, Vol.12 - dc.subject (關鍵詞) study group; MOOCs; blended learning; Facebook; college students - dc.title (題名) Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions - dc.type (資料類型) article - dc.identifier.doi (DOI) 10.3389/fpsyg.2021.670533 - dc.doi.uri (DOI) https://doi.org/10.3389/fpsyg.2021.670533 -
