Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learner...

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Autores principales:	Fan Ouyang, Xu Li, Dan Sun, Pengcheng Jiao, Jiajia Yao
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	MOOCs knowledge inquiry and construction mixed methods discussion patterns learning analytics tools Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/8bdd4f4668584c288d46e3dc159a58ab
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spelling	oai:doaj.org-article:8bdd4f4668584c288d46e3dc159a58ab2021-12-02T19:20:52ZLearners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)10.19173/irrodl.v21i3.47711492-3831https://doaj.org/article/8bdd4f4668584c288d46e3dc159a58ab2020-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4771https://doaj.org/toc/1492-3831The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more mixed-method studies to provide both quantitative, generalized analysis and qualitative, detailed descriptions of learning. This study fills these practice and research gaps. We designed a Chinese MOOC with the support of a pedagogical strategy, a learning analytic tool, and a social learning environment in order to foster learner engagement in discussions. Mixed methods were used to explore learners’ discussion patterns, perceptions, and preferences. Results indicated that learners demonstrated varied patterns, perceptions, and preferences, which implies a complex learning process due to the interplay of multiple factors. Based on the results, this research provided theoretical, pedagogical, and analytical implications for MOOC design, practice, and research. Fan OuyangXu LiDan SunPengcheng JiaoJiajia YaoAthabasca University PressarticleMOOCsknowledge inquiry and constructionmixed methodsdiscussion patternslearning analytics toolsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs knowledge inquiry and construction mixed methods discussion patterns learning analytics tools Special aspects of education LC8-6691
spellingShingle	MOOCs knowledge inquiry and construction mixed methods discussion patterns learning analytics tools Special aspects of education LC8-6691 Fan Ouyang Xu Li Dan Sun Pengcheng Jiao Jiajia Yao Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
description	The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more mixed-method studies to provide both quantitative, generalized analysis and qualitative, detailed descriptions of learning. This study fills these practice and research gaps. We designed a Chinese MOOC with the support of a pedagogical strategy, a learning analytic tool, and a social learning environment in order to foster learner engagement in discussions. Mixed methods were used to explore learners’ discussion patterns, perceptions, and preferences. Results indicated that learners demonstrated varied patterns, perceptions, and preferences, which implies a complex learning process due to the interplay of multiple factors. Based on the results, this research provided theoretical, pedagogical, and analytical implications for MOOC design, practice, and research.
format	article
author	Fan Ouyang Xu Li Dan Sun Pengcheng Jiao Jiajia Yao
author_facet	Fan Ouyang Xu Li Dan Sun Pengcheng Jiao Jiajia Yao
author_sort	Fan Ouyang
title	Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
title_short	Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
title_full	Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
title_fullStr	Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
title_full_unstemmed	Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
title_sort	learners’ discussion patterns, perceptions, and preferences in a chinese massive open online course (mooc)
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/8bdd4f4668584c288d46e3dc159a58ab
work_keys_str_mv	AT fanouyang learnersdiscussionpatternsperceptionsandpreferencesinachinesemassiveopenonlinecoursemooc AT xuli learnersdiscussionpatternsperceptionsandpreferencesinachinesemassiveopenonlinecoursemooc AT dansun learnersdiscussionpatternsperceptionsandpreferencesinachinesemassiveopenonlinecoursemooc AT pengchengjiao learnersdiscussionpatternsperceptionsandpreferencesinachinesemassiveopenonlinecoursemooc AT jiajiayao learnersdiscussionpatternsperceptionsandpreferencesinachinesemassiveopenonlinecoursemooc
_version_	1718376805492064256

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

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