Assessing learning in MOOCs through interactions between learners

F.M.R. Brouns*, O. Firssova

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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Abstract

This paper presents a retrospective analysis of learning in a MOOC as recon-structed from the conversations that learners conducted in MOOC group forums while performing the course tasks. A mixed method approach was applied to ana-lyse the quantity and the quality of these conversations. Two activity patterns were distinguished – in groups with higher activity levels, there were more indi-vidual contributions (posts) on more course themes and these contributions were broader spread throughout the course. In high activity groups there was also more interaction between participants, i.e., more questions, answers, explanations and elaborations. The presented study demonstrates how modeling interactions in group forums helps to elicit individual and emerging group knowledge construc-tion and thus supports defining MOOC learning, informs MOOC design and provides insights on how assessing MOOC learning can be automated
Original languageEnglish
Title of host publicationTechnology Enhanced Assessment
Subtitle of host publication21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers
EditorsSilvester Draaijer , Desirée Joosten-ten Brinke , Eric Ras
PublisherSpringer International Publishing AG
Pages42-54
ISBN (Electronic)978-3-030-25264-9
ISBN (Print)978-3-030-25263-2
DOIs
Publication statusPublished - 13 Jul 2019
EventTEA 2018 Technology Enhanced Assessment Conference - Amsterdam, Netherlands
Duration: 10 Dec 201811 Dec 2018

Publication series

NameCommunications in Computer and Information Science
PublisherSpringer
Volume1014
ISSN (Print)1865-0929
ISSN (Electronic)1865-0937

Conference

ConferenceTEA 2018 Technology Enhanced Assessment Conference
CountryNetherlands
CityAmsterdam
Period10/12/1811/12/18

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interaction
learning
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conversation

Keywords

  • assessing learning
  • learner interactions
  • knowledge building
  • text analysis
  • MOOC learning
  • mixed methods

Cite this

Brouns, F. M. R., & Firssova, O. (2019). Assessing learning in MOOCs through interactions between learners. In S. D., D. J. B., & E. R. (Eds.), Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers (pp. 42-54). (Communications in Computer and Information Science; Vol. 1014). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-25264-9_4
Brouns, F.M.R. ; Firssova, O. / Assessing learning in MOOCs through interactions between learners. Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. editor / Silvester Draaijer ; Desirée Joosten-ten Brinke ; Eric Ras. Springer International Publishing AG, 2019. pp. 42-54 (Communications in Computer and Information Science).
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Brouns, FMR & Firssova, O 2019, Assessing learning in MOOCs through interactions between learners. in SD, DJB & ER (eds), Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. Communications in Computer and Information Science, vol. 1014, Springer International Publishing AG, pp. 42-54, TEA 2018 Technology Enhanced Assessment Conference, Amsterdam, Netherlands, 10/12/18. https://doi.org/10.1007/978-3-030-25264-9_4

Assessing learning in MOOCs through interactions between learners. / Brouns, F.M.R.; Firssova, O.

Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. ed. / Silvester Draaijer; Desirée Joosten-ten Brinke; Eric Ras. Springer International Publishing AG, 2019. p. 42-54 (Communications in Computer and Information Science; Vol. 1014).

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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AB - This paper presents a retrospective analysis of learning in a MOOC as recon-structed from the conversations that learners conducted in MOOC group forums while performing the course tasks. A mixed method approach was applied to ana-lyse the quantity and the quality of these conversations. Two activity patterns were distinguished – in groups with higher activity levels, there were more indi-vidual contributions (posts) on more course themes and these contributions were broader spread throughout the course. In high activity groups there was also more interaction between participants, i.e., more questions, answers, explanations and elaborations. The presented study demonstrates how modeling interactions in group forums helps to elicit individual and emerging group knowledge construc-tion and thus supports defining MOOC learning, informs MOOC design and provides insights on how assessing MOOC learning can be automated

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Brouns FMR, Firssova O. Assessing learning in MOOCs through interactions between learners. In SD, DJB, ER, editors, Technology Enhanced Assessment: 21st International Conference, TEA 2018, Amsterdam, The Netherlands, December 10–11, 2018, Revised Selected Papers. Springer International Publishing AG. 2019. p. 42-54. (Communications in Computer and Information Science). https://doi.org/10.1007/978-3-030-25264-9_4