How do learners in MOOCs attempt to resolve challenges they face?
•
1 gostou•1,224 visualizações
We draw on interviews with more than 90 students from four massive open online courses (MOOCs) to investigate how students define challenging experiences/elements within MOOCs and how they then overcome those challenges. Findings enrich nascent scholarly understanding of MOOC learner experiences, highlight dimensions of learning that are not captured by tracking logs, and provide new approaches that MOOC developers can take in improving student learning experiences.
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Semelhante a How do learners in MOOCs attempt to resolve challenges they face?
Semelhante a How do learners in MOOCs attempt to resolve challenges they face? (20)
Mais de George Veletsianos
Mais de George Veletsianos (20)
Último
Último (20)
How do learners in MOOCs attempt to resolve challenges they face?
- 1. AERA 2016 Washington, DC How do learners in MOOCs attempt to resolve challenges they face? George Veletsianos, Justin Reich, Laura Pasquini Royal Roads University, MIT, U of North TX
- 2. Attrition and Persistence • Greatest attention in the MOOC literature • We know that students stop, we know a bit about why they stop (e.g., time), but we don’t know how they respond to challenges generally. • Although promising, Data Mining and Big Data methodologies have generated very few insights
- 3. Bob
- 4. Bob
- 5. Bob
- 6. Bob
- 7. The unresolved question that we sought to answer… How do learners attempt to resolve challenges they face? In what ways do they self-remediate? How do these strategies relate to Big Data?
- 8. The study 4 HarvardX courses 30-45 minute skype interviews 4 semi-structured interview protocols 92 individuals • 22 – 81 yrs old (mean=45) • 63M / 29F • N America (>50%), Europe, (>25%), S America, Asia, Africa, Australia.
- 9. Analytic methods Analysis Identify passages describing how learners attempt to resolve challenges they are facing 3 researchers à Constant comparative process Codes (62, 58, 39 unique codes) à themes
- 10. The results Challenges Time Intellectual difficulties How were these resolved? 3 Themes
- 13. The results Broader context Within the broader online environment At their workstations
- 14. The results Within the broader context of their life Within the broader online environment At their workstations
- 15. Implications Stopping as a self-remediation strategy “Success” is complicated Methodological diversity Designing interventions to support learners • Consider courses as network nodes • Notetaking strategies
- 16. We’d love your feedback! This presentation: www.slideshare.com/veletsianos Thank you