Designing MOOCs as interactive places for collaborative learning

Saijing Zheng; Mary Beth Rosson; Patrick C. Shih; John Carroll

doi:10.1145/2724660.2728689

Designing MOOCs as interactive places for collaborative learning

Saijing Zheng, Mary Beth Rosson, Patrick C. Shih, John Carroll

College of Information Sciences and Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

25 Scopus citations

Abstract

The Massive Open Online Course (MOOC) paradigm has developed rapidly and achieved significant attention from a broad range of populations. However, many people who enroll in MOOCs do not have successful learning experiences. For example, some studies suggest that the relatively weak feelings of community and meager opportunities for collaboration may be contributing to a high dropout rate in MOOCs. In light of such problems, we are exploring new design features that could support enhanced social interactions, collaborative learning and feelings of community. We present our design ideas through a set of activity design scenarios, along with an analysis of possible benefits and negative consequences of our design.

Original language	English (US)
Title of host publication	L@S 2015 - 2nd ACM Conference on Learning at Scale
Publisher	Association for Computing Machinery, Inc
Pages	343-346
Number of pages	4
ISBN (Electronic)	9781450334112
DOIs	https://doi.org/10.1145/2724660.2728689
State	Published - Mar 14 2015
Event	2nd ACM Conference on Learning at Scale, L@S 2015 - Vancouver, Canada Duration: Mar 14 2015 → Mar 18 2015

Publication series

Name	L@S 2015 - 2nd ACM Conference on Learning at Scale

Other

Other	2nd ACM Conference on Learning at Scale, L@S 2015
Country/Territory	Canada
City	Vancouver
Period	3/14/15 → 3/18/15

All Science Journal Classification (ASJC) codes

Software
Education
Computer Science Applications
Computer Networks and Communications

Access to Document

10.1145/2724660.2728689

Cite this

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title = "Designing MOOCs as interactive places for collaborative learning",

abstract = "The Massive Open Online Course (MOOC) paradigm has developed rapidly and achieved significant attention from a broad range of populations. However, many people who enroll in MOOCs do not have successful learning experiences. For example, some studies suggest that the relatively weak feelings of community and meager opportunities for collaboration may be contributing to a high dropout rate in MOOCs. In light of such problems, we are exploring new design features that could support enhanced social interactions, collaborative learning and feelings of community. We present our design ideas through a set of activity design scenarios, along with an analysis of possible benefits and negative consequences of our design.",

author = "Saijing Zheng and Rosson, {Mary Beth} and Shih, {Patrick C.} and John Carroll",

year = "2015",

month = mar,

day = "14",

doi = "10.1145/2724660.2728689",

language = "English (US)",

series = "L@S 2015 - 2nd ACM Conference on Learning at Scale",

publisher = "Association for Computing Machinery, Inc",

pages = "343--346",

booktitle = "L@S 2015 - 2nd ACM Conference on Learning at Scale",

note = "2nd ACM Conference on Learning at Scale, L@S 2015 ; Conference date: 14-03-2015 Through 18-03-2015",

}

Zheng, S, Rosson, MB, Shih, PC & Carroll, J 2015, Designing MOOCs as interactive places for collaborative learning. in L@S 2015 - 2nd ACM Conference on Learning at Scale. L@S 2015 - 2nd ACM Conference on Learning at Scale, Association for Computing Machinery, Inc, pp. 343-346, 2nd ACM Conference on Learning at Scale, L@S 2015, Vancouver, Canada, 3/14/15. https://doi.org/10.1145/2724660.2728689

Designing MOOCs as interactive places for collaborative learning. / Zheng, Saijing; Rosson, Mary Beth; Shih, Patrick C. et al.
L@S 2015 - 2nd ACM Conference on Learning at Scale. Association for Computing Machinery, Inc, 2015. p. 343-346 (L@S 2015 - 2nd ACM Conference on Learning at Scale).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Designing MOOCs as interactive places for collaborative learning

AU - Zheng, Saijing

AU - Rosson, Mary Beth

AU - Shih, Patrick C.

AU - Carroll, John

PY - 2015/3/14

Y1 - 2015/3/14

N2 - The Massive Open Online Course (MOOC) paradigm has developed rapidly and achieved significant attention from a broad range of populations. However, many people who enroll in MOOCs do not have successful learning experiences. For example, some studies suggest that the relatively weak feelings of community and meager opportunities for collaboration may be contributing to a high dropout rate in MOOCs. In light of such problems, we are exploring new design features that could support enhanced social interactions, collaborative learning and feelings of community. We present our design ideas through a set of activity design scenarios, along with an analysis of possible benefits and negative consequences of our design.

AB - The Massive Open Online Course (MOOC) paradigm has developed rapidly and achieved significant attention from a broad range of populations. However, many people who enroll in MOOCs do not have successful learning experiences. For example, some studies suggest that the relatively weak feelings of community and meager opportunities for collaboration may be contributing to a high dropout rate in MOOCs. In light of such problems, we are exploring new design features that could support enhanced social interactions, collaborative learning and feelings of community. We present our design ideas through a set of activity design scenarios, along with an analysis of possible benefits and negative consequences of our design.

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M3 - Conference contribution

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BT - L@S 2015 - 2nd ACM Conference on Learning at Scale

PB - Association for Computing Machinery, Inc

T2 - 2nd ACM Conference on Learning at Scale, L@S 2015

Y2 - 14 March 2015 through 18 March 2015

ER -

Designing MOOCs as interactive places for collaborative learning

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Other

All Science Journal Classification (ASJC) codes

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