MOOC Learning in Spontaneous Study Groups: Does Synchronously Watching Videos Make a Difference?

Published on Jan 1, 2014

Nan Li8

Estimated H-index: 8

, Himanshu Verma8

Estimated H-index: 8

(EPFL: École Polytechnique Fédérale de Lausanne)+ 2 AuthorsPierre Dillenbourg64

Estimated H-index: 64

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Abstract

Study groups are common approaches for students to study together at schools. However, little is known about how this approach is suited to MOOC based learning, where learners watch and discuss MOOC lecture videos in a collaborative manner. Watching MOOCs with peers creates learning experiences that blend the way students learn in classroom with learning through a computer: Students get a chance to “pause” the professor as well as to discuss with other learners. In this paper, we explore this type of MOOC-based learning. Findings from our longitudinal study on spontaneous collocated MOOC study groups suggest that groups tend to stick to a certain kind of study style. A strong positive relationship was found between how often students pause and replay the videos and the synchronicity among groups. Further, synchronous groups tended to perceive better group learning experience, in terms of self-assessed quality and mutual participation. Future MOOC designers as well as schools that offer courses in a flipped classroom format can use the insights to provide guided support for group learners of MOOCs.

References (12)

Citations (5)

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Der Einsatz digitaler Lernformate im Blended Learning bietet demnach Chancen in mindestens zwei Bereichen. Zum einen konnen digitale Lernformate direkt die Lernprozesse von Studierenden gunstig beeinflussen, ihre Leistungen verbessern und zudem positive Effekte auf vielen weiteren Ebenen wie der Motivation oder des Selbstkonzeptes bewirken. Zum anderen generieren digitale Lernformate eine Fulle von Daten in vielfaltiger Gestalt. Studierende erzeugen bei der Arbeit mit digitalen Werkzeugen Nutzun...more

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Abstract The massive open online courses (MOOCs) enable learners to learn over distances. These courses also attract attentions in higher education. However, classroom virtualization generates problems, creates distraction for students. MOOCs have provided an individualized learning opportunity in the sense that the cognitive style affects learning. This study aims at exploring the differences of students’ attention levels and learning effectiveness perceived affected by different cognitive styl...more

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A good repertoire of methods for analysing and sharing ideas about existing designs can make a useful contribution to improving the quality and efficiency of educational design work. Just as architects can improve their practice by studying historic and contemporary buildings, so people who design to help people learn can get better at what they do by understanding the designs of others.

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