The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
MOOC teaching assistants’ global-engaged learning in the US and China
Li, Yue · Armstrong, Anne · Krasny, Marianne

Published2 December 2024
JournalOnline Learning
Volume 28, Issue 4, Pages 128-152
CountryUnited States, North America

ABSTRACT
How can we create a “global-at-home” learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of US and Chinese university students who served as MOOC teaching assistants to interact with the course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in their communication with participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. The study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection.

Keywords global engagement · online learning · MOOCs · intercultural competence · civic engagement · cultural differences

LanguageEnglish
ISSN2472-5730
RefereedYes
RightsCC BY
DOI10.24059/olj.v28i4.4567
URLhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/4567
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
7.+4567_Li_final.pdf · 336.3KB



Viewed by 102 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

Student engagement in massive open online courses
Sinclair, Jane; Kalvala, Sara
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the ...
Match: online learning; moocs; united states; north america

Teaching Massive, Open, Online, Courses (MOOCs): Tales from the front line
Lowenthal, Patrick; Snelson, Chareen; Perkins, Ross
Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the ...
Match: online learning; moocs; united states; north america

Students’ approaches to Massive Open Online Courses: The case of Khan Academy
Arnavut, Ahmet; Bicen, Hüseyin; Nuri, Cahit
The work on Massive Open Online Courses (MOOCs), which has become poıpular, continues to grow since the date it has entered the literature, and academicians are rapidly adopting and using it. Even though most of the ...
Match: online learning; moocs

Towards a model of engaging online students: Lessons from MOOCs and four policy documents
Hew, Khe Foon
The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of ...
Match: online learning; moocs

Scaling a model of teacher professional learning – Harnessing MOOCS to recreate deep learning Conversations
Butler, Deirdre; Leahy, Margaret; Hallissy, Michael; Brown, Mark; et al.
This paper describes the most recent phase of an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016). Building on the experiences of implementing this face-to-face model, the ...
Match: online learning; moocs

How directing formal students to institutionally-delivered OER supports their success
Law, Patrina
The OpenLearn platform was launched in 2006 with the aim of delivering excerpts of the Open University’s (UK) (OU) curriculum as open educational resources (OER). Now reaching over 8.5m learners a year, the platform ...
Match: online learning; moocs

Why do institutions offer MOOCs?
Hollands, Fiona; Tirthali, Devayani
By reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and ...
Match: online learning; moocs

Massive open online courses: A review of usage and evaluation
Sinclair, Jane; Boyatt, Russell; Rocks, Claire; Joy, Mike
The massive open online course (MOOC) has seen a dramatic rise in prominence over the last five years and is heralded by some as disrupting existing pedagogy and practices within the education sector, while others are ...
Match: online learning; moocs

Integrating MOOCs in regular higher education: Challenges and opportunities from a Scandinavian perspective
Dalipi, Fisnik; Ferati, Mexhid; Kurti, Arianit; Zaphiris, Panayiotis; Ioannou, Andri
MOOCs are increasingly being considered by universities as an integral part of their curriculum. Nevertheless, there are several challenges that to some extent slow this process, where the most important one is the ...
Match: online learning; moocs

To change or not to change? That's the question... On MOOC-success, barriers and their implications
Henderikx, Maartje; Kreijns, Karel; Kalz, Marco; Kloos, Carlos Delgado; et al.
This explorative study aimed to get an understanding of MOOC-success as seen from the perspective of the MOOC-taker and the types of barriers which might stand in the way of this success. Data of two MOOCs was used to ...
Match: online learning; moocs