“How satisfied are you with your MOOC?” - A Research Study on Interaction in Huge Online Courses
“How satisfied are you with your MOOC? - AResearch study about Interaction in hugeonline Courses”?Hanan KhalilInstructional Technology Department ,Faculty of Education ,MansouraUniversity, EgyptMartin EbnerSocial Learning, InformationTechnology Services, GrazUniversity of Technology, AustriaEdMedia 2013World Conference on Educational Media and Technology
One of the key components of good teaching in MOOCsis the meaningful interaction that occur between studentand student, student and instructor, and student andcontent
Online interaction has been identified as an important factoraffecting students’ learning experiences in MOOCs
Interaction in MOOCs helps students to construct their ownknowledge, develop their personal learning network, expressthemselves, establish a presence and make thoughtful long-term relationships.
Three types of interaction happen in current MOOCs“student to student”, “student to instructor” and“student to content”.
Student to Student interaction“Student to student” interaction includes using socialnetworks (like Facebook, Twitter, blogs, YouTube, orGoogle+) as well as discussion forums.
Student to Instructor interaction“Student to instructor” interaction happens in MOOCsthrough announcements, guides, asking and answeringquestions or participating in discussion.
Student to content interaction“Student to content ” interaction includes using quizzes,assignments, activities and group projects.
“Student to student” interaction is the most type of interactionthat is used in MOOCs. Whereas, little interactions in MOOCs arehappening between students and instructor.
The goal of the present research work is to investigate the causesof limited interaction between students and their instructorsthrough understanding of the students’ and instructors’perception and satisfaction of interactivity in their MOOCs.
• How do students and instructors perceiveinteraction in MOOC?• How satisfied are students and instructorswith the interaction in MOOC?As such, this study asks the followingquestions:
Two web-based surveys were used to collectdata. The foundation for the construction of thetwo surveys was based on the five-step modelfor interactivity developed by Salmon (2001).Instructors survey Students survey
Students Perception of Online Interaction in MOOCStudents rated the criteria of interactivity model as important. However,many of them reported negatively to the availability for the variousinteractivity items suggested by Salmonone of them reported the lack of guidance and clear informationprovided by their MOOC instructor, One wroteOther students commented negatively to the usability of their MOOCs,one of them reported“One week the instructor is telling us we dont need to do math and to doscience and then the next week the one quiz is ALL math. Not very clear”.“It is crucial to find two things quickly: 1. Course Content 2. Studentswith similar problems/questions/courses”.
Another one wroteIn addition, one of the students responded negatively to the availabilityof welcoming new participants by the instructors, he wroteAnother student suffered from lack of technical help, he reported“This is important, but not followed through on as I have questions onhow to submit some of my material”.“Dude, It is important, but the people that joined late didnt even getwelcomed by the staff members, they got welcomed by otherstudents and their questions got answered by us”.“Very important but not supplied”.
Instructors Perception of Online Interaction in MOOCInstructors did not value the majority of the interactivitycriteria suggested by Salmon’s interactivity model. Theyreported that most of these criteria were less important or notimportant in their MOOCs.
Students satisfaction of Interaction in MOOCS0%10%20%30%40%50%Verysatisfiedsatisfied lesssatisfiednotsatisfiedMost of students were satisfied of interaction in their MOOCs
Nevertheless(35%) of the students rated their level of satisfaction inMOOCs as less satisfied or not satisfied. They reported theirdissatisfaction to the to lack of instructor interactionOne of students suggested thatanother student said“ The teacher that taught the course had absolutely no interaction withstudents, no reply to posts, or e-mails. I didn’t get anything fromannouncements until the 2nd or 3rd week of class. It’s my believe that theteacher must have some interaction with the class. I think that MOOCinteraction needs drastic reorganizing to be made effective”“This was my first MOOC and I found it a great way to learn. I have signedup for two more MOOCs. One thing about this course, there were noinstructor interaction”.
Instructors satisfaction of Interaction in MOOCS0%10%20%30%40%50%60%Verysatisfiedsatisfied lesssatisfiednotsatisfiedInstructors rated a high level of satisfaction of interaction intheir MOOCs
One of the instructors expressed his satisfaction with the level of interactivityin MOOCs suggested:Another satisfied instructor pointed out thatBut they reported that it is impossible to have interaction with all students inMOOCs“ I find I am very “close“ to my on-line students through weekly discussionposts and shared lectures (everyone has access and can comment, etc.) ”“ Although interaction is one of leading factors in a successful onlinelearning , It is impossible to have “substantive“ interaction in i MOOCs withthat massive number of students. For example, in the case of a MOOCwith50,000 students, if each student only received 1 minute of aninstructor’stime, and the instructor taught for 8 hours per day, it would take104 daysto interact with every student““ What I try to do every day is to respond students discussions andI find those usually work pretty well ”.
Some techniques should be used to enhance "student toinstructor" interaction• Instructors can offer trained teaching assistants (TAs)in their MOOCs .• Instructors can use also peer- based rather thancomputer- based assessment to make MOOCs moreinteractive.
Information Technology ServicesGraz University of TechnologyMartin Ebnermartin.email@example.com://elearningblog.tugraz.athttp://elearning.tugraz.atDept. Social Learning