Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?

Qing Zhang, Kyle Leonard Peck, Adelina Hristova, Kathryn Weed Jablokow, Vicki Hoffman, Eunsung Park, Rebecca Yvonne Bayeck

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Approximately 10 % of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students participating in groups find them valuable. Instructors want to assist in the formation of groups, creating multi-national collaborations, an asset possible in MOOCs that is generally sacrificed when students form their own groups. Little is known about how people from various cultures prefer to communicate with each other, or about the value of groups formed by MOOC leaders. To understand MOOC leaners’ grouping preferences, we administered a pre-course online survey to volunteers registered in the “Creativity, Innovation, and Change” MOOC offered by Penn State University via Coursera and assigned volunteers to groups based on their preferences. We also examined whether assigning learners to groups based on their preferences enhanced their performance or completion of the course. This paper reports MOOC learners’ preferences for different modes of online communication with group members (asynchronous text posts, synchronous text chats, or synchronous video and audio). Statistically significant relationships were found between learners’ preferred communication modes and their level of English proficiency, gender, level of education, and age. Although placing learners in groups based on their preferences and introducing them to each other did not improve course performance or completion, our findings on preferred communication modes, combined with more formal instruction of how to function as group members may prove to enhance learning and engagement in MOOCs.

Original languageEnglish (US)
Pages (from-to)809-837
Number of pages29
JournalEducational Technology Research and Development
Volume64
Issue number4
DOIs
StatePublished - Aug 1 2016

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grouping
communication
Values
Group
group membership
leader
chat
online survey
level of education
supplement
performance
creativity
instructor
assets
university teacher
video
student
instruction
innovation

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Zhang, Qing ; Peck, Kyle Leonard ; Hristova, Adelina ; Jablokow, Kathryn Weed ; Hoffman, Vicki ; Park, Eunsung ; Bayeck, Rebecca Yvonne. / Exploring the communication preferences of MOOC learners and the value of preference-based groups : Is grouping enough?. In: Educational Technology Research and Development. 2016 ; Vol. 64, No. 4. pp. 809-837.
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Exploring the communication preferences of MOOC learners and the value of preference-based groups : Is grouping enough? / Zhang, Qing; Peck, Kyle Leonard; Hristova, Adelina; Jablokow, Kathryn Weed; Hoffman, Vicki; Park, Eunsung; Bayeck, Rebecca Yvonne.

In: Educational Technology Research and Development, Vol. 64, No. 4, 01.08.2016, p. 809-837.

Research output: Contribution to journalArticle

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