Post on 21-Jan-2018
HowdoesaMOOCimpacton-campusstudentengagement?
SarahCornelius,ColinCalder,andPeterM<ka
ALTCLiverpoolSeptember2017
Slidesavailablefromslideshare.net/sarahcorneliusTwiAer@sarahcornelius
BlendingwiththeAfricaMOOC
ProfHilaryHomans MOOCLeadEducator
DrPeterM<ka CourseCoordinator
HanifiBaris,AhmedFawaz,MaxwellNyatsikor
CourseMentors
DrSaraPreston eLearningTeamLeader
DrColinCalder MOOCProjectEvaluator
SarahCornelius ProjectLead
DesignoftheMOOC
• Interdisciplinaryapproach• Keyinformantinterviews
• Casevideosfromsub-SaharanAfrica
• Mentorsandeducatorsforscaffoldingandmonitoring
• DevelopmentofcriPcalthinkingskillsfordevelopment.
• MixoflearningacPviPesincludingvideorecordingsofeducators.
• LearnersacPvelyengagedinfindingsoluPons
• InteracPonbetweenlearners(NorthandSouth)
• Extensionmaterials
• Weeklyquizzes
Intro Tutor-ledtutorialsIndependentstudy
Groupwork
A3:grouppres.andlog
A1:MOOCtest
A2:local
eAssess
1 32 4 5 6
10
2 43 5 6 7
8 91
MOOC
FacetofaceacPvity
MOOCacPvity
SX1519design
UKES
MOOCcohort1st/2ndyear
N=45Responserate=51%
Generalcohort1st/3rdyearN=577
Responserate=14%
Individual/groupinterviewsN=3plusCourseCoordinator
Veryohen Ohen SomePmes Never
SX1519 44.4% 33.3% 15.6% 6.7%
UndergraduateL1&3 24.0% 41.3% 27.9% 6.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
Workingeffec<velywithothers
Howmuchhasyourlearningexperiencecontributedtoyourknowledge,skillsandpersonaldevelopmentinthefollowingareas?
UKESQuesPon17.8N Median
BlendedMOOC 45 2.0000Undergraduate1&3 463 2.0000
Mann-WhitneyTestandCI:PointesPmateforη1-η2is-0.000095.0PercentCIforη1-η2is(-1.0002,0.0000)W=8791.0Testofη1=η2vsη1≠η2issignificantat0.0143Thetestissignificantat0.0097(adjustedforPes)
Veryohen Ohen SomePmes Never
SX1519 15.6% 37.8% 31.1% 15.6%
UndergraduateL1&3 8.0% 24.4% 35.8% 31.9%
0.0%
10.0%
20.0%
30.0%
40.0%
Contribu<ngtoajointcommunityofstaffandstudents
UKESQuesPon15.1N Median
BlendedMOOC 45 2.0000Undergraduate1&3 465 3.0000
Mann-WhitneyTestandCI:
PointesPmateforη1-η2is-0.000095.0PercentCIforη1-η2is(-1.0002,0.0000)W=8791.0Testofη1=η2vsη1≠η2issignificantat0.0041Thetestissignificantat0.0027(adjustedforPes)
Undergraduatesmoreengaged
Nosigdiff
SX1519moreengaged
CriPcalthinking(2)
Coursechallenge(1)
Skillsdevelopment(1)
Learningwithothers(2)
ReflecPngandconnecPng(1)
Researchandenquiry(2)
Staff-studentpartnership(1)
Skillsdevelopment(4)
InteracPonwithstaff
Teachingonthecourse
Numberinbrackets=numberofitemsonUKESscalewheresignificantdifferencefound
Induc<on
On-campusinducPonshouldjusPfytheapproachandexplainaccessandexpectaPons
ParPcipantssuggestedthatsomestudentsmaynotbesurehowtoengagewiththeMOOC,butpickitupquickly
Flexibilityandcontrol
Learnerslike– flexibilitytomanagetheirownstudyPme– controlofvideolectures(changingspeed,switchingoff,watching‘experts’)
(alsoBruffetal,2013)
RespondentsvaluedopportuniPesforacPvelearning,
choiceandcontrol…
…andusedsystemaPcapproachestostudy
RespondentsweremorelikelytocommentintheMOOCthaninclass
Sociallearning
• distancelearnersreportlowerlevelsofworkwithotherstudents(AUSSE2008,Kahuetal.2013)
• socialinteracPvelearningismuchhigherinface-to-faceprogrammes(Winthropetal.2015)
• learners’prefertointeractface-to-faceonblendedMOOCcourse(Bruffetal.2013)
Contextandnatureofblendingmayhaveaninfluenceonsociallearning,alongwithMOOCdesignandacPonsof
educatorsandtutors
Engagementindiscussion
• selecPvereading,mostlytofindanswerstoquesPons,nopostscontributed
Bruffetal.(2013)
• liTlepar<cipa<oninforumsCaufieldetal(2013)
• liTleexchangeofideasandexperienceMilliganandLiAlejohn(2014)
Allrespondentspostedandlearntfromcomments
-asexplanaPonsofothercontent- throughinteresPngandauthenPcexamples- throughfeedbackfromreal-worldlearners
- throughconversaPonaboutdifferentperspecPves`
Engagementwithdiscussionmaybeinfluencedby:• MOOCplasormdesign• coursepedagogy• educators’acPons
MOOCcommunity• Globalandprofessional
perspecPves• Answerstocommon
quesPons
Oncampuscommunity• LocalsupportandmoPvaPon• Deepeninglearning
Designingforengagement
1. Provideinduc<ontoensureaccessandintroducepedagogicapproach
2. DesigntoprovidealignmentofMOOCandoncampusacPviPes
3. EnablelearnerflexibilityandcontrolinMOOC4. ConsiderusingMOOCas‘expert’andon
campustutoras‘facilitator’5. Encouragesociallearninginonlineandfaceto
facecommuniPes–acknowledgedifferentaudiencesandrolesinsupporPnglearning
6. IntegrateassessmenttoencourageparPcipaPon
References
BruffDetal.(2013)WrappingaMOOC:studentpercepPonsofanexperimentinblendedlearning.Journalofonlinelearningandteaching
IsraelMJ(2015)EffecPvenessofintegraPngMOOCsintradiPonalclassroomsforundergraduatestudents.IRRODL16(5)
MilliganCandLiAlejohnA(2014)SupporPngprofessionallearninginamassiveopenonlinecourseIRRODL15(5)
WinthropJetal(2015)EngagedlearninginMOOCS:acasestudyusingtheUKengagementsurvey.HEA:York
Slidesavailablefromslideshare.net/sarahcornelius
UniversityofAberdeen©2017HowdoesaMOOCimpacton-campusstudentengagementbySarahCornelius,ColinCalder,PeterMPka
islicensedunderaCreaPveCommonsAAribuPon-NonCommercial-ShareAlike4.0InternaPonalLicense