Who wants to chat on a MOOC? Lessons from a peer recommender system
| Published | May 2017 |
| Conference | 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus |
| Series | Lecture Notes in Computer Science Edition 1, Volume 10254, Pages 150-159 |
| Publisher | Springer International Publishing |
| Editors | Kloos, Carlos Delgado · Jermann, Patrick · Pérez-SanagustÃn, Mar · Seaton, Daniel T. · White, Su |
| Country | Spain, Europe |
ABSTRACT
Peer recommender systems (PRS) in MOOCs have been shown to help reducing attrition and increase performance of those who use them. But who are the students using them and what are their motivations? And why are some students reluctant to use them? To answer these questions, we present a study where we implemented a chat-based PRS that has been used during a MOOC session involving 6,170 students. Our analyses indicate that PRS-users are students unsatisfied by other means of interactions already available (forums, social networksÅ‚dots}), and that they seem to use it more to share emotions than to learn together, or to assess their progression against their peers.| Keywords | peer recommender system · social learning · synchronous chat · synchronous collaboration in MOOC |
| Published at | Madrid |
| ISBN | 978-3-319-59044-8 |
| Refereed | Yes |
| Rights | © Springer International Publishing AG 2017 |
| DOI | 10.1007/978-3-319-59044-8_17 |
| URL | https://link.springer.com/chapter/10.1007/978-3-319-59044-8_17 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 122 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Time-dependent recommender systems for the prediction of appropriate learning objects
Krauß, Christopher; Hauswirth, Manfred
This dissertation deals with adaptive learning technologies which aim to optimize Technology Enhanced Learning (TEL) offerings to fit the individual learner’s needs. Thereby, Recommender Systems play a key role in ...
Match: recommender; europe
Towards a conceptual framework to scaffold self-regulation in a MOOC
Sambe, Gorgoumack; Bouchet, François; Labat, Jean-Marc; M. F. Kebe, Cheikh; et al.
MOOCs are part of the ecosystem of self-learning for which self-regulation is one of the pillars. Weakness of self-regulation skills is one of the key factors that contribute to dropout in a MOOC. We present a ...
Match: bouchet, franã§ois; europe
Toward a typology of MOOC activity patterns
Bachelet, Rémi; Chaker, Rawad; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This paper aims at understanding MOOC learners' activity patterns, taking into account factors like personal schedule, traditional working hours, domestic time, nighttime and their relation with MOOC course opening ...
Match: bachelet, rã©mi; spain; europe
The why and how of open education: With lessons from the openSE and openED project
Meiszner, Andreas
This book is an introduction to Open Education (OE), giving practical guidance on the design
and delivery of OE courses while wrestling with theoretical considerations of this new and
emerging domain. Educators are ...
Match: lessons
Attrition in MOOC: Lessons learned from drop-out students
Gütl, Christian; Rizzardini, Rocael Hernández; Chang, Vanessa; Morales, Miguel; et al.
Despite the popularity of Massive Open Online Course (MOOC), recent studies have found that completion rates are low with some reported to be significantly lower than 10%. The low retention and completion rates are ...
Match: lessons
School-based professional development in a developing context: Lessons learnt from a case study in Zambia
Haßler, Björn; Hennessy, Sara; Cross, Andrew; Chileshe, Eness; Machiko, Brian
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open ...
Match: lessons
Lessons learnt from a professional development MOOC: Engaging culturally and linguistically diverse learners from low- and middle-income countries
Launois, Pascal; Allotey, Pascale; Reidpath, Daniel; Maher, Dermot; et al.
This article reports on the lessons learnt from the pilot of a professional development massive open online course (MOOC) for a culturally and linguistically diverse student cohort located across low- and middle-income ...
Match: lessons; europe
A MOOC-based flipped class: Lessons learned from the orchestration perspective
RodrÃguez, MarÃa Fernanda; Hernández Correa, Josefina; Pérez-SanagustÃn, Mar; Pertuze, Julio A.; et al.
This paper presents the results of a case study about the orchestration process of a MOOC-based flipped-class, and the students' adoption of this teaching practice. The study was conducted on a mandatory third-year ...
Match: lessons; spain; europe
Open Educational Resources for management education lessons from experience
Humbert, Marc; Rébillard, Cécile; Rennard, Jean-Philippe
Open movements have gained increasing importance in various areas. In this paper we are interested in the particular case of Open Educational Resources (OER) and more specifically in the use of OER in Management ...
Match: lessons
Health OER: Lessons from Kwame Nkrumah University of Science and Technology
Donkor, Peter; Tagoe, Nadia
Information and communication technology (ICT) offers the opportunity to innovate on course content and teaching methods in order to enhance the quality of teaching and learning in tertiary education. One such ...
Match: lessons
