How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces from a cMOOC

Autor/inn/en	Wang, Zhijun; Anderson, Terry; Chen, Li
Titel	How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces from a cMOOC
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 1, S.44-67 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Interaction; Online Courses; Computer Mediated Communication; Transcripts (Written Records); Content Analysis; Social Networks; Network Analysis; Technology Uses in Education; Student Participation; Educational Technology; Higher Education; Educational Practices + Suchen Sie Ihr Suchwort? Interaktion; Online course; Online-Kurs; Computerkonferenz; Inhaltsanalyse; Social network; Soziales Netzwerk; Netzplantechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis
Abstract	In this research paper, the authors analyse the collected data output during a 36-week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs' hashtag (#Change 11). This data was analysed using content analysis and social network analysis within an interpretative research paradigm. The content analysis was used to examine the technology learners used to support their learning while the social network analysis focused on the participant in different spaces and their participation patterns in connectivist learning. The findings from this research include: (1) A variety of technologies were used by learners to support their learning in this course; (2) Four types of participation patterns were reveled, including unconnected floaters, connected lurkers, connected participants, and active contributors. The participation of learners displays the participation inequality typical of social media, but the ratio of active contributors is much higher than xMOOCs; (3) There were five basic structures of social networks formed in the learning; and (4) The interaction around topics and topic generation supports the idea of learning as network creation after the analysis of participation patterns that are based on some deep interactive topic. The aim of this study is to gain insight into the behaviors of learners in a cMOOC in an open and distributed online environment, so that future MOOCs designers and facilitators can understand, design and facilitate more effective MOOCs for learners. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01