Increasing student interaction in MOOCs to improve satisfaction
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The document discusses increasing student-student interaction in MOOCs to provide a more satisfying educational experience. The methodology compares student satisfaction in four MOOCs with varying levels of forum interaction - two with irregular, low interaction and two with steady, high interaction. A survey of 347 students found significant differences in satisfaction levels between MOOC 3 (with high interaction) and the other MOOCs with lower interaction. However, the conclusions state that increasing student interaction may not necessarily influence satisfaction, as many other factors like context, learning preferences, and styles also impact satisfaction. More research is needed to understand the effect of interaction on learner satisfaction.
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Increasing student interaction in MOOCs to improve satisfaction
- 1. How about increasing the student-student interaction in a MOOC to provide a more satisfying educational experience? Pedro Barbosa Cabral (LE@D, Universidade Aberta, Portugal) Willem van Valkenburg (Delft University of Technology, The Netherlands) PhotobyFaustinTuyambazeonUnsplash
- 2. INTERACTION EQUIVALENCY THEOREM – THESIS 1 (ANDERSON, 2003)
- 3. INTERACTION EQUIVALENCY THEOREM – THESIS 2 (ANDERSON, 2003)
- 4. METHODOLOGY • Select MOOC to compare • two where forum interaction is more or less irregular and low; • two where forum interaction is more or less steady and high. • Compare Student’s Satisfaction • Survey applied at the end of the MOOC
- 5. RESULTS (N=347) • Significant differences found in MOOC 3, when compared with • MOOC 1 (p=0.047) • MOOC 2 (p=0.002) • MOOC 4 (p=0.001) Tukey HSD (Satisfaction) n Group 1 Group 2 MOOC1 58 8,31 MOOC2 76 8,18 MOOC3 132 7,74 MOOC4 81 8,22
- 6. CONCLUSIONS • Increasing student-student interaction in the course design might not influence satisfaction. • Many factors might influence satisfaction • Context, • learners preferences, • learning approaches, • learning styles, … • More research is needed when is comes to understand the effect of interaction on learners’ satisfaction • compare same users in different courses
- 7. Obrigado Pedro Barbosa Cabral (LE@D, Universidade Aberta, Portugal) Willem van Valkenburg (Delft University of Technology, The Netherlands) PhotobyFaustinTuyambazeonUnsplash
Editor's Notes
- Good afternoon everyone. This presentation aims to provide some more understanding about Anderson’s Interaction Equivalency Theorem.
- Anderson’s IET has two theoretical theses. In the first one he states that deep and meaningful learning is supported as long as one of the three interactions is at a high level, while the other two are in a low level, or even eliminated. About the first thesis, the research done so far have confirmed this first thesis. However, in some contexts is hard to eliminate one of the types of interaction, while others is possible to eliminate.
- In the second thesis, Andersons says that by increasing the different types of interaction we will continue to reach deep and meaningful learning, but it would be likely to provide a more satisfying learning experience, though the time spend and the production costs will increase. The research done so far has corroborated about time and the costs, but the satisfaction hasn’t been confirmed. And it is this last point which I want to speak to you today.
- The different MOOC had an enrolment between 3 and 12 thousand learners. While courses on the top have a low level of interaction, the last two ones have a higher level of interaction. Most MOOCs are based in Student-content interaction, but as we can see there are course designs where we can increase the student-student interaction.