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COMPARING LEARNER COMMUNITY BEHAVIOR IN MULTIPLE PRESENTATIONS OF A MASSIVE OPEN ONLINE COURSE.

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Title: COMPARING LEARNER COMMUNITY BEHAVIOR IN MULTIPLE PRESENTATIONS OF A MASSIVE OPEN ONLINE COURSE.
Authors: Gallagher, Silvia Elena1, Savage, Timothy1
Source: Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age. 2015, p271-274. 4p.
Subject Terms: *Massive open online courses, *Distance education research, *Internet in education, *Online education
Abstract: Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between multiple presentations is scarce. This is of importance to MOOC developers, academics and moderators, as an understanding of these differences could have an impact on content provision, community moderation, course delivery, learner interactions, and completion rates. This case study of two presentations of a Futurelearn History MOOC examined learner activity data, and pre and post course learner survey results (n=10,449). Differences in learner survival rates, behavior, expectation, recruitment, experience of online learning, demographic makeup, reasons for non-completion, and comment activity were identified. These results form a preliminary exploration of learner community differences between multiple MOOC presentations that guide future analyses by identifying areas of comparative interest and importance. [ABSTRACT FROM AUTHOR]
Copyright of Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age is the property of International Association for Development of the Information Society (IADIS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: COMPARING LEARNER COMMUNITY BEHAVIOR IN MULTIPLE PRESENTATIONS OF A MASSIVE OPEN ONLINE COURSE.
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  Data: *<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education+research%22">Distance education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Internet+in+education%22">Internet in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink>
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  Data: Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between multiple presentations is scarce. This is of importance to MOOC developers, academics and moderators, as an understanding of these differences could have an impact on content provision, community moderation, course delivery, learner interactions, and completion rates. This case study of two presentations of a Futurelearn History MOOC examined learner activity data, and pre and post course learner survey results (n=10,449). Differences in learner survival rates, behavior, expectation, recruitment, experience of online learning, demographic makeup, reasons for non-completion, and comment activity were identified. These results form a preliminary exploration of learner community differences between multiple MOOC presentations that guide future analyses by identifying areas of comparative interest and importance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age is the property of International Association for Development of the Information Society (IADIS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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        PageCount: 4
        StartPage: 271
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      – SubjectFull: Massive open online courses
        Type: general
      – SubjectFull: Distance education research
        Type: general
      – SubjectFull: Internet in education
        Type: general
      – SubjectFull: Online education
        Type: general
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      – TitleFull: COMPARING LEARNER COMMUNITY BEHAVIOR IN MULTIPLE PRESENTATIONS OF A MASSIVE OPEN ONLINE COURSE.
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            NameFull: Savage, Timothy
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              Text: 2015
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            – TitleFull: Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age
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