A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs

Autor/inn/en	Li, Shuang; Tang, Qi; Zhang, Yanxia
Titel	A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs
Quelle	In: Canadian Journal of Learning and Technology, 42 (2016) 2, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Case Studies; Learning Disabilities; Online Courses; Content Analysis; Computer Mediated Communication; Social Media; Distance Education; Social Support Groups; Student Improvement; Data Collection; Data Analysis; Coding; Learning Strategies; Psychological Patterns; Learning Processes; Research Methodology; Learning Experience; Dropout Rate + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Learning handicap; Lernbehinderung; Online course; Online-Kurs; Inhaltsanalyse; Computerkonferenz; Soziale Medien; Distance study; Distance learning; Fernunterricht; Social support; Soziale Unterstützung; Data capture; Datensammlung; Auswertung; Codierung; Programmierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Research method; Forschungsmethode; Lernerfahrung
Abstract	cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper presents a case study on student difficulties and support requirements at the beginning of a cMOOC. Content analysis of messages posted by learners and instructors in four main online course learning spaces including Moodle, blogs, Facebook and Twitter was conducted. Three questions are explored in this paper: (1) What kinds of difficulties do learners encounter at the beginning of a cMOOC?; (2) Which of these difficulties are typical for most learners?; and (3) How are these difficulties responded to and supported in the cMOOC environment? Based on the research results of this study, we provide some reflections on learning support for cMOOCs and a discussion of the research itself in the last part of the paper. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01