@proceedings {
	title = {A social learning space grid for MOOCs: Exploring a FutureLearn case},
	author = {Manathunga, Kalpani and Hernández-Leo, Davinia and Sharples, Mike},
	editor = {Kloos, Carlos Delgado and Jermann, Patrick and Pérez-Sanagustín, Mar and Seaton, Daniel T. and White, Su},
	abstract = {Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered.},
	year = {2017},
	month = {05/2017},
	publisher = {Springer International Publishing},
	edition = {1},
	volume = {10254},
	pages = {243-253},
	address = {Madrid},
	country = {Spain},
	doi = {https://doi.org/10.1007/978-3-319-59044-8_29},
	url = {https://link.springer.com/chapter/10.1007/978-3-319-59044-8_29},
	isbn = {978-3-319-59044-8},
	refereed = {yes},
	keywords = {collaborative learning, MOOC, social learning},
}