Designing MOOCs as interactive places for collaborative learning

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

Research output: Chapter in Book/Report/Conference proceedingConference contribution

15 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 languageEnglish (US)
Title of host publicationL@S 2015 - 2nd ACM Conference on Learning at Scale
PublisherAssociation for Computing Machinery, Inc
Pages343-346
Number of pages4
ISBN (Electronic)9781450334112
DOIs
StatePublished - Mar 14 2015
Event2nd ACM Conference on Learning at Scale, L@S 2015 - Vancouver, Canada
Duration: Mar 14 2015Mar 18 2015

Publication series

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

Other

Other2nd ACM Conference on Learning at Scale, L@S 2015
CountryCanada
CityVancouver
Period3/14/153/18/15

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All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications
  • Computer Networks and Communications

Cite this

Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. (2015). Designing MOOCs as interactive places for collaborative learning. In L@S 2015 - 2nd ACM Conference on Learning at Scale (pp. 343-346). (L@S 2015 - 2nd ACM Conference on Learning at Scale). Association for Computing Machinery, Inc. https://doi.org/10.1145/2724660.2728689