Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings
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| Title: | Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings |
|---|---|
| Language: | English |
| Authors: | Zhang, Jingjing, Yang, Yehong, Barbera, Elena, Lu, Yu |
| Source: | International Review of Research in Open and Distributed Learning. May 2022 23(2):1-24. |
| Availability: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Network Analysis, Interdisciplinary Approach, MOOCs, Electronic Learning, Distance Education, Engineering Education, Computer Science Education, Economics, Social Sciences, Diversity, Foreign Countries |
| Geographic Terms: | China |
| ISSN: | 1492-3831 |
| Abstract: | In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners' access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1346263 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Jingjing%22">Zhang, Jingjing</searchLink><br /><searchLink fieldCode="AR" term="%22Yang%2C+Yehong%22">Yang, Yehong</searchLink><br /><searchLink fieldCode="AR" term="%22Barbera%2C+Elena%22">Barbera, Elena</searchLink><br /><searchLink fieldCode="AR" term="%22Lu%2C+Yu%22">Lu, Yu</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. May 2022 23(2):1-24. – Name: Avail Label: Availability Group: Avail Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1492-3831 – Name: Abstract Label: Abstract Group: Ab Data: In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners' access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1346263 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Subjects: – SubjectFull: Network Analysis Type: general – SubjectFull: Interdisciplinary Approach Type: general – SubjectFull: MOOCs Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Engineering Education Type: general – SubjectFull: Computer Science Education Type: general – SubjectFull: Economics Type: general – SubjectFull: Social Sciences Type: general – SubjectFull: Diversity Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: China Type: general Titles: – TitleFull: Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Jingjing – PersonEntity: Name: NameFull: Yang, Yehong – PersonEntity: Name: NameFull: Barbera, Elena – PersonEntity: Name: NameFull: Lu, Yu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 1492-3831 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: International Review of Research in Open and Distributed Learning Type: main |
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