Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption.

• Autores: George Veletsianos, Amy Collier, Emily Schneider
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 46, Nº. 3, 2015, págs. 570-587
• Idioma: inglés
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• Dialnet Métricas: 7 Citas
• Resumen

  • Researchers describe with increasing confidence what they observe participants doing in massive open online courses ( MOOCs). However, our understanding of learner activities in open courses is limited by researchers' extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the field lacks an empirical understanding of how people experience MOOCs and why they engage in particular activities in the ways that they do. In this paper, we report three findings derived by interviewing 13 individuals about their experiences in MOOCs. We report on learner interactions in social networks outside of MOOC platforms, notetaking, and the contexts that surround content consumption. The examination and analysis of these practices contribute to a greater understanding of the MOOC phenomenon and to the limitations of clickstream-based research methods. Based on these findings, we conclude by making pragmatic suggestions for pedagogical and technological refinements to enhance open teaching and learning. [ABSTRACT FROM AUTHOR]