A social network perspective on peer supported learning in MOOCs for educators

A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a numb...

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Autores principales:	Shaun Kellogg, Sherry Booth, Kevin Oliver
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	MOOC social network analysis online learning communities of practice Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ffc7f873c4524d67b6fbca990a7b1135
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id	oai:doaj.org-article:ffc7f873c4524d67b6fbca990a7b1135
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spelling	oai:doaj.org-article:ffc7f873c4524d67b6fbca990a7b11352021-12-02T19:20:30ZA social network perspective on peer supported learning in MOOCs for educators10.19173/irrodl.v15i5.18521492-3831https://doaj.org/article/ffc7f873c4524d67b6fbca990a7b11352014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1852https://doaj.org/toc/1492-3831 A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs. Shaun KelloggSherry BoothKevin OliverAthabasca University PressarticleMOOCsocial network analysisonline learningcommunities of practiceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 5 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC social network analysis online learning communities of practice Special aspects of education LC8-6691
spellingShingle	MOOC social network analysis online learning communities of practice Special aspects of education LC8-6691 Shaun Kellogg Sherry Booth Kevin Oliver A social network perspective on peer supported learning in MOOCs for educators
description	A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.
format	article
author	Shaun Kellogg Sherry Booth Kevin Oliver
author_facet	Shaun Kellogg Sherry Booth Kevin Oliver
author_sort	Shaun Kellogg
title	A social network perspective on peer supported learning in MOOCs for educators
title_short	A social network perspective on peer supported learning in MOOCs for educators
title_full	A social network perspective on peer supported learning in MOOCs for educators
title_fullStr	A social network perspective on peer supported learning in MOOCs for educators
title_full_unstemmed	A social network perspective on peer supported learning in MOOCs for educators
title_sort	social network perspective on peer supported learning in moocs for educators
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/ffc7f873c4524d67b6fbca990a7b1135
work_keys_str_mv	AT shaunkellogg asocialnetworkperspectiveonpeersupportedlearninginmoocsforeducators AT sherrybooth asocialnetworkperspectiveonpeersupportedlearninginmoocsforeducators AT kevinoliver asocialnetworkperspectiveonpeersupportedlearninginmoocsforeducators AT shaunkellogg socialnetworkperspectiveonpeersupportedlearninginmoocsforeducators AT sherrybooth socialnetworkperspectiveonpeersupportedlearninginmoocsforeducators AT kevinoliver socialnetworkperspectiveonpeersupportedlearninginmoocsforeducators
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A social network perspective on peer supported learning in MOOCs for educators

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