SlideShare a Scribd company logo
Inquiry-based Learning & MOOCs:
Challenges & Opportunities
Vitomir Kovanović
School of Informatics
THE UNIVERSITY of EDINBURGH
v.kovanovic@ed.ac.uk
@vkovanovic
The Open University, UK
15 June 2015
http://goo.gl/6tPjuj
MOOCs: Revolution or evolution?
“Disruptive Change”
“Tsunami is coming”
“Year of the MOOCs”
2
MOOC Hype is passing
Media coverage is decreasing and is getting more productive
(Kovanovic et al., 2015b)
MOOCs: Current progress of DE
● MOOCs were envisioned as “social-constructivism 2.0”
Anderson & Dron (2010):
Cognitive-Behaviorism
Social Constructivism
Connectivism
3
cMOOCs
xMOOCs
Modern DE/OL
Learners do not acquire knowledge, they construct knowledge
MOOCs: Current progress of DE
● In some aspects, xMOOCs are even a step back in
online learning
○ Step back to cognitive-behaviorist learning models
○ Step back because of practical reasons
● We need to look what we already know from
distance/online learning (Kovanović et al., 2015c)
4
Goal: More social MOOCs
● Goal to enable for an environment in which students are
able to learn together at scale
○ Online discussions should be better
■ Currently work mostly as Q/A
■ More knowledge building in discussions
○ Currently, students are having solitary experiences
in MOOCs at scale
● Look at the existing models of DE/OL in MOOC context
Community of Inquiry (CoI) model
(Garrison, Anderson, & Archer, 1999) 5
Community of Inquiry (CoI) model
Social
presence
Cognitive
presence
Teaching
presence
Educational
experience
1. Affectivity
2. Interactivity
3. Group cohesion
1. Triggering event:
Problem identification,
sense of puzzlement
2. Exploration:
Brainstorming, Idea
exploration, divergence
3. Integration:
Synthesis of relevant
information
4. Resolution:
Problem resolution,
testing application
1. Design & Organization
2. Direct instruction
3. Facilitation Garrison, Anderson, and Archer (1999) 6
CoI instruments
Quantitative coding schemes for each of the presences:
● Labour-intensive manual coding
● Requires experienced coders
34 likert items survey instrument
● 13 Teaching presence
● 9 Social presence
● 12 Cognitive presence
7
MOOCs: Challenges
CoI (and other social-constructivist) models require a
strong teacher’s presence
-> up to 30-40 student cohorts (Anderson & Dron, 2010)
MOOCs?
● In short, just too many students for strong teaching
presence during course
8
How different is MOOC context?
● We evaluated CoI survey instrument
● Data from 5 MOOCs
● Exploratory Factor Analysis (EFA) of existing CoI survey
instrument
● Structural Equation Model (SEM) of relationships
between three presences
CoI EFA in MOOC context
34 Survey Items
3 Latent Factors (TP, CP & SP)
CoI EFA in MOOC context
Resolution
& application
Affectivity
Course design
& organization
11
How different is MOOC context?
● Course design & organization are particularly important
● Less affective communication
● Application & resolution are not reached most of the time
CoI SEM in MOOC context
SEM model of relationships between presences
Main findings:
● Strong direct effect of
TP on CP
● SP mediator between
TP and CP
13
CoI SEM in MOOC context
● Moderately good fit
(RMSEA = 0.09)
● Stronger direct effect of
TP on CP
● Lesser mediating effect
of SP
14
(0.52)
(0.51)
(0.40)
Summary: How much different is
the MOOC context?
● Basic CoI model still holds
● In MOOCs, social presence is not developed as good as
in traditional DE/OL courses.
● Teaching presence is still very important
Goal: More social MOOCs through
Learning Analytics and Data Mining
● Build on the existing models such as CoI
● Make MOOCs “feel smaller”
● Overcome barriers for social-constructivism in MOOCs
16
Goal: More social MOOCs through
Learning Analytics and Data Mining
● Build on the existing models such as CoI
● Make MOOCs “feel smaller”
● Overcome barriers for social-constructivism in MOOCs
Automate as much as possible
17
Current work: automated message
classification (Kovanovic et al., 2014)
18
● Automatically classify messages in accordance with
CoI coding scheme
● Faster and much cheaper use of CoI model
● Provide feedback to students and instructors in real-
time
● Wider adoption of CoI model
● Better insights into CoI coding scheme
Current work: Profiling students by the
technology use (Kovanovic et al., 2015a)
19
20
Thank you
References I
Anderson, T., & Dron, J. (2010). Three generations of distance education
pedagogy. The International Review of Research in Open and Distance
Learning, 12(3), 80–97.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-
Based Environment: Computer Conferencing in Higher Education. The Internet
and Higher Education, 2(2–3), 87–105.
Kovanović, V., Joksimović, S., Gašević, D., & Hatala, M. (2014). Automated
Content Analysis of Online Discussion Transcripts. In Proceedings of the
Workshops at the LAK 2014 Conference. Indianapolis, IN. Retrieved from http:
//ceur-ws.org/Vol-1137/
21
References II
Kovanovic, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015a).
Analytics of communities of inquiry: Effects of learning technology use on
cognitive presence in asynchronous online discussions. The Internet and
Higher Education, (in-press).
Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015b).
What public media reveals about MOOCs. British Journal of Educational
Technology 43(3), 510-527.
Kovanović, V., Joksimović, S., Skrypnyk, O., Gašević, D., Dawson, S., &
Siemens, G. (2015c). The history and state of distance education. Athabasca
University.
22
23
Questions?

More Related Content

What's hot

Automated content analysis of cognitive presence: Improving the quality of in...
Automated content analysis of cognitive presence: Improving the quality of in...Automated content analysis of cognitive presence: Improving the quality of in...
Automated content analysis of cognitive presence: Improving the quality of in...
Vitomir Kovanovic
 
Automated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsAutomated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion Transcripts
Vitomir Kovanovic
 
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Vitomir Kovanovic
 
Penetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimationPenetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimation
Vitomir Kovanovic
 
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
 EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
EUmoocs
 
Digital examination, forms and tools for aggregation of information and cogni...
Digital examination, forms and tools for aggregation of information and cogni...Digital examination, forms and tools for aggregation of information and cogni...
Digital examination, forms and tools for aggregation of information and cogni...
Johan Thorbiörnson
 
How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?
Sarah Lambert
 
Analysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling forAnalysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling for
Jigar Mehta
 
MOOC Tales and Trends
MOOC Tales and TrendsMOOC Tales and Trends
MOOC Tales and Trends
Mairéad Nic Giolla Mhichíl
 
The Pedagogy of MOOCs
The Pedagogy of MOOCsThe Pedagogy of MOOCs
The Pedagogy of MOOCs
tbirdcymru
 
Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...
IL Group (CILIP Information Literacy Group)
 
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Maha Al-Freih
 
Open Courses: The Next Big Thing in E-Learning?
Open Courses: The Next Big Thing in E-Learning?Open Courses: The Next Big Thing in E-Learning?
Open Courses: The Next Big Thing in E-Learning?
Kaido Kikkas
 
Developing an Educational Intervention with Social Media to enhance the Digit...
Developing an Educational Intervention with Social Media to enhance the Digit...Developing an Educational Intervention with Social Media to enhance the Digit...
Developing an Educational Intervention with Social Media to enhance the Digit...
Francesc Esteve
 
Lilac 2012 Essential information skills for researchers: A collaborative proj...
Lilac 2012 Essential information skills for researchers: A collaborative proj...Lilac 2012 Essential information skills for researchers: A collaborative proj...
Lilac 2012 Essential information skills for researchers: A collaborative proj...
Chris Bark
 
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Kovanović et al.   2017 - developing a mooc experimentation platform: insight...Kovanović et al.   2017 - developing a mooc experimentation platform: insight...
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Vitomir Kovanovic
 
«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»
eMadrid network
 
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
eMadrid network
 
Connected Practice - A language tutor journey through digital and networked t...
Connected Practice - A language tutor journey through digital and networked t...Connected Practice - A language tutor journey through digital and networked t...
Connected Practice - A language tutor journey through digital and networked t...
Benoît Guilbaud
 
Blended MOOCs: University teachers' perspective
Blended MOOCs: University teachers' perspectiveBlended MOOCs: University teachers' perspective
Blended MOOCs: University teachers' perspective
davinia.hl
 

What's hot (20)

Automated content analysis of cognitive presence: Improving the quality of in...
Automated content analysis of cognitive presence: Improving the quality of in...Automated content analysis of cognitive presence: Improving the quality of in...
Automated content analysis of cognitive presence: Improving the quality of in...
 
Automated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsAutomated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion Transcripts
 
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
 
Penetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimationPenetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimation
 
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
 EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
 
Digital examination, forms and tools for aggregation of information and cogni...
Digital examination, forms and tools for aggregation of information and cogni...Digital examination, forms and tools for aggregation of information and cogni...
Digital examination, forms and tools for aggregation of information and cogni...
 
How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?
 
Analysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling forAnalysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling for
 
MOOC Tales and Trends
MOOC Tales and TrendsMOOC Tales and Trends
MOOC Tales and Trends
 
The Pedagogy of MOOCs
The Pedagogy of MOOCsThe Pedagogy of MOOCs
The Pedagogy of MOOCs
 
Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...
 
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
 
Open Courses: The Next Big Thing in E-Learning?
Open Courses: The Next Big Thing in E-Learning?Open Courses: The Next Big Thing in E-Learning?
Open Courses: The Next Big Thing in E-Learning?
 
Developing an Educational Intervention with Social Media to enhance the Digit...
Developing an Educational Intervention with Social Media to enhance the Digit...Developing an Educational Intervention with Social Media to enhance the Digit...
Developing an Educational Intervention with Social Media to enhance the Digit...
 
Lilac 2012 Essential information skills for researchers: A collaborative proj...
Lilac 2012 Essential information skills for researchers: A collaborative proj...Lilac 2012 Essential information skills for researchers: A collaborative proj...
Lilac 2012 Essential information skills for researchers: A collaborative proj...
 
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Kovanović et al.   2017 - developing a mooc experimentation platform: insight...Kovanović et al.   2017 - developing a mooc experimentation platform: insight...
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
 
«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»
 
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
 
Connected Practice - A language tutor journey through digital and networked t...
Connected Practice - A language tutor journey through digital and networked t...Connected Practice - A language tutor journey through digital and networked t...
Connected Practice - A language tutor journey through digital and networked t...
 
Blended MOOCs: University teachers' perspective
Blended MOOCs: University teachers' perspectiveBlended MOOCs: University teachers' perspective
Blended MOOCs: University teachers' perspective
 

Similar to Inquiry-based Learning & MOOCs: Challenges & Opportunities

HICOE 2017
HICOE 2017HICOE 2017
HICOE 2017
Loren Naffziger
 
MASSIVE... beacause size matters! MOOCs and Open Learning in ODL
MASSIVE... beacause size matters!  MOOCs and Open Learning in ODLMASSIVE... beacause size matters!  MOOCs and Open Learning in ODL
MASSIVE... beacause size matters! MOOCs and Open Learning in ODL
Kelli Buckreus
 
Mad about MOOCs
Mad about MOOCsMad about MOOCs
TLC Presentation
TLC PresentationTLC Presentation
TLC Presentation
Belinda Jin
 
2018 moocs
2018 moocs2018 moocs
2018 moocs
Alexandra Mella
 
mooc
moocmooc
C05711215
C05711215C05711215
C05711215
IOSR-JEN
 
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
eMadrid network
 
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
PIYUSH SHARMA
 
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
PIYUSH SHARMA
 
Mooc activity @university of johannesburg
Mooc activity @university of johannesburgMooc activity @university of johannesburg
Mooc activity @university of johannesburg
Nemuel Alfa
 
MOOCs, Higher Education and NEP 2020
MOOCs, Higher Education and NEP 2020MOOCs, Higher Education and NEP 2020
MOOCs, Higher Education and NEP 2020
Dr. Vinod Kumar Kanvaria
 
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
Helen Crump
 
Closing the Gap - flexible approaches to adult learning
Closing the Gap - flexible approaches to adult learningClosing the Gap - flexible approaches to adult learning
Closing the Gap - flexible approaches to adult learning
Diana Andone
 
Learning through engagement: MOOCs as an emergent form of provision
Learning through engagement: MOOCs as an emergent form of provisionLearning through engagement: MOOCs as an emergent form of provision
Learning through engagement: MOOCs as an emergent form of provision
Centre for Innovation in Learning and Teaching (CILT), University of Cape Town
 
Lerato desiree ntsimane
Lerato desiree ntsimaneLerato desiree ntsimane
Lerato desiree ntsimane
lerato desiree ntsimane
 
Массовые открытые онлайн-курсы в контексте высшего образования
Массовые открытые онлайн-курсы в контексте высшего образованияМассовые открытые онлайн-курсы в контексте высшего образования
Массовые открытые онлайн-курсы в контексте высшего образования
Ivan Travkin
 
Responding to the networked student
Responding to the networked student   Responding to the networked student
Responding to the networked student
Lisa Harris
 
MOOCs
MOOCsMOOCs
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docx
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docxAnnoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docx
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docx
justine1simpson78276
 

Similar to Inquiry-based Learning & MOOCs: Challenges & Opportunities (20)

HICOE 2017
HICOE 2017HICOE 2017
HICOE 2017
 
MASSIVE... beacause size matters! MOOCs and Open Learning in ODL
MASSIVE... beacause size matters!  MOOCs and Open Learning in ODLMASSIVE... beacause size matters!  MOOCs and Open Learning in ODL
MASSIVE... beacause size matters! MOOCs and Open Learning in ODL
 
Mad about MOOCs
Mad about MOOCsMad about MOOCs
Mad about MOOCs
 
TLC Presentation
TLC PresentationTLC Presentation
TLC Presentation
 
2018 moocs
2018 moocs2018 moocs
2018 moocs
 
mooc
moocmooc
mooc
 
C05711215
C05711215C05711215
C05711215
 
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
 
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
 
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS
 
Mooc activity @university of johannesburg
Mooc activity @university of johannesburgMooc activity @university of johannesburg
Mooc activity @university of johannesburg
 
MOOCs, Higher Education and NEP 2020
MOOCs, Higher Education and NEP 2020MOOCs, Higher Education and NEP 2020
MOOCs, Higher Education and NEP 2020
 
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
 
Closing the Gap - flexible approaches to adult learning
Closing the Gap - flexible approaches to adult learningClosing the Gap - flexible approaches to adult learning
Closing the Gap - flexible approaches to adult learning
 
Learning through engagement: MOOCs as an emergent form of provision
Learning through engagement: MOOCs as an emergent form of provisionLearning through engagement: MOOCs as an emergent form of provision
Learning through engagement: MOOCs as an emergent form of provision
 
Lerato desiree ntsimane
Lerato desiree ntsimaneLerato desiree ntsimane
Lerato desiree ntsimane
 
Массовые открытые онлайн-курсы в контексте высшего образования
Массовые открытые онлайн-курсы в контексте высшего образованияМассовые открытые онлайн-курсы в контексте высшего образования
Массовые открытые онлайн-курсы в контексте высшего образования
 
Responding to the networked student
Responding to the networked student   Responding to the networked student
Responding to the networked student
 
MOOCs
MOOCsMOOCs
MOOCs
 
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docx
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docxAnnoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docx
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docx
 

More from Vitomir Kovanovic

Introduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and ManagersIntroduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and Managers
Vitomir Kovanovic
 
Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...
Vitomir Kovanovic
 
Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...
Vitomir Kovanovic
 
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Vitomir Kovanovic
 
Validating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analyticsValidating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analytics
Vitomir Kovanovic
 
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Vitomir Kovanovic
 
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Vitomir Kovanovic
 
Unsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics ResearchersUnsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics Researchers
Vitomir Kovanovic
 
Introduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics ResearchersIntroduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics Researchers
Vitomir Kovanovic
 
A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...
Vitomir Kovanovic
 
Introduction to Learning Analytics
Introduction to Learning AnalyticsIntroduction to Learning Analytics
Introduction to Learning Analytics
Vitomir Kovanovic
 
Introduction to Epistemic Network Analysis
Introduction to Epistemic Network AnalysisIntroduction to Epistemic Network Analysis
Introduction to Epistemic Network Analysis
Vitomir Kovanovic
 
Understand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analyticsUnderstand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analytics
Vitomir Kovanovic
 
Assessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methodsAssessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methods
Vitomir Kovanovic
 
Learning Analytics for Communities of Inquiry
Learning Analytics for Communities of InquiryLearning Analytics for Communities of Inquiry
Learning Analytics for Communities of Inquiry
Vitomir Kovanovic
 
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
Vitomir Kovanovic
 

More from Vitomir Kovanovic (16)

Introduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and ManagersIntroduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and Managers
 
Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...
 
Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...
 
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
 
Validating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analyticsValidating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analytics
 
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
 
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...
 
Unsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics ResearchersUnsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics Researchers
 
Introduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics ResearchersIntroduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics Researchers
 
A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...
 
Introduction to Learning Analytics
Introduction to Learning AnalyticsIntroduction to Learning Analytics
Introduction to Learning Analytics
 
Introduction to Epistemic Network Analysis
Introduction to Epistemic Network AnalysisIntroduction to Epistemic Network Analysis
Introduction to Epistemic Network Analysis
 
Understand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analyticsUnderstand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analytics
 
Assessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methodsAssessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methods
 
Learning Analytics for Communities of Inquiry
Learning Analytics for Communities of InquiryLearning Analytics for Communities of Inquiry
Learning Analytics for Communities of Inquiry
 
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
 

Recently uploaded

A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
Steve Thomason
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Celine George
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
mulvey2
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
Celine George
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Nicholas Montgomery
 
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
National Information Standards Organization (NISO)
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Nguyen Thanh Tu Collection
 
Temple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation resultsTemple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation results
Krassimira Luka
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
haiqairshad
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
deepaannamalai16
 
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
PsychoTech Services
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
History of Stoke Newington
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
PECB
 
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptxBIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
RidwanHassanYusuf
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
JomonJoseph58
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Himanshu Rai
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
MJDuyan
 
Electric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger HuntElectric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger Hunt
RamseyBerglund
 
BBR 2024 Summer Sessions Interview Training
BBR  2024 Summer Sessions Interview TrainingBBR  2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview Training
Katrina Pritchard
 
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDFLifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Vivekanand Anglo Vedic Academy
 

Recently uploaded (20)

A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
 
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
 
Temple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation resultsTemple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation results
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
 
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
 
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptxBIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
 
Electric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger HuntElectric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger Hunt
 
BBR 2024 Summer Sessions Interview Training
BBR  2024 Summer Sessions Interview TrainingBBR  2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview Training
 
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDFLifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
 

Inquiry-based Learning & MOOCs: Challenges & Opportunities

  • 1. Inquiry-based Learning & MOOCs: Challenges & Opportunities Vitomir Kovanović School of Informatics THE UNIVERSITY of EDINBURGH v.kovanovic@ed.ac.uk @vkovanovic The Open University, UK 15 June 2015 http://goo.gl/6tPjuj
  • 2. MOOCs: Revolution or evolution? “Disruptive Change” “Tsunami is coming” “Year of the MOOCs” 2 MOOC Hype is passing Media coverage is decreasing and is getting more productive (Kovanovic et al., 2015b)
  • 3. MOOCs: Current progress of DE ● MOOCs were envisioned as “social-constructivism 2.0” Anderson & Dron (2010): Cognitive-Behaviorism Social Constructivism Connectivism 3 cMOOCs xMOOCs Modern DE/OL Learners do not acquire knowledge, they construct knowledge
  • 4. MOOCs: Current progress of DE ● In some aspects, xMOOCs are even a step back in online learning ○ Step back to cognitive-behaviorist learning models ○ Step back because of practical reasons ● We need to look what we already know from distance/online learning (Kovanović et al., 2015c) 4
  • 5. Goal: More social MOOCs ● Goal to enable for an environment in which students are able to learn together at scale ○ Online discussions should be better ■ Currently work mostly as Q/A ■ More knowledge building in discussions ○ Currently, students are having solitary experiences in MOOCs at scale ● Look at the existing models of DE/OL in MOOC context Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 1999) 5
  • 6. Community of Inquiry (CoI) model Social presence Cognitive presence Teaching presence Educational experience 1. Affectivity 2. Interactivity 3. Group cohesion 1. Triggering event: Problem identification, sense of puzzlement 2. Exploration: Brainstorming, Idea exploration, divergence 3. Integration: Synthesis of relevant information 4. Resolution: Problem resolution, testing application 1. Design & Organization 2. Direct instruction 3. Facilitation Garrison, Anderson, and Archer (1999) 6
  • 7. CoI instruments Quantitative coding schemes for each of the presences: ● Labour-intensive manual coding ● Requires experienced coders 34 likert items survey instrument ● 13 Teaching presence ● 9 Social presence ● 12 Cognitive presence 7
  • 8. MOOCs: Challenges CoI (and other social-constructivist) models require a strong teacher’s presence -> up to 30-40 student cohorts (Anderson & Dron, 2010) MOOCs? ● In short, just too many students for strong teaching presence during course 8
  • 9. How different is MOOC context? ● We evaluated CoI survey instrument ● Data from 5 MOOCs ● Exploratory Factor Analysis (EFA) of existing CoI survey instrument ● Structural Equation Model (SEM) of relationships between three presences
  • 10. CoI EFA in MOOC context 34 Survey Items 3 Latent Factors (TP, CP & SP)
  • 11. CoI EFA in MOOC context Resolution & application Affectivity Course design & organization 11
  • 12. How different is MOOC context? ● Course design & organization are particularly important ● Less affective communication ● Application & resolution are not reached most of the time
  • 13. CoI SEM in MOOC context SEM model of relationships between presences Main findings: ● Strong direct effect of TP on CP ● SP mediator between TP and CP 13
  • 14. CoI SEM in MOOC context ● Moderately good fit (RMSEA = 0.09) ● Stronger direct effect of TP on CP ● Lesser mediating effect of SP 14 (0.52) (0.51) (0.40)
  • 15. Summary: How much different is the MOOC context? ● Basic CoI model still holds ● In MOOCs, social presence is not developed as good as in traditional DE/OL courses. ● Teaching presence is still very important
  • 16. Goal: More social MOOCs through Learning Analytics and Data Mining ● Build on the existing models such as CoI ● Make MOOCs “feel smaller” ● Overcome barriers for social-constructivism in MOOCs 16
  • 17. Goal: More social MOOCs through Learning Analytics and Data Mining ● Build on the existing models such as CoI ● Make MOOCs “feel smaller” ● Overcome barriers for social-constructivism in MOOCs Automate as much as possible 17
  • 18. Current work: automated message classification (Kovanovic et al., 2014) 18 ● Automatically classify messages in accordance with CoI coding scheme ● Faster and much cheaper use of CoI model ● Provide feedback to students and instructors in real- time ● Wider adoption of CoI model ● Better insights into CoI coding scheme
  • 19. Current work: Profiling students by the technology use (Kovanovic et al., 2015a) 19
  • 21. References I Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text- Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105. Kovanović, V., Joksimović, S., Gašević, D., & Hatala, M. (2014). Automated Content Analysis of Online Discussion Transcripts. In Proceedings of the Workshops at the LAK 2014 Conference. Indianapolis, IN. Retrieved from http: //ceur-ws.org/Vol-1137/ 21
  • 22. References II Kovanovic, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015a). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, (in-press). Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015b). What public media reveals about MOOCs. British Journal of Educational Technology 43(3), 510-527. Kovanović, V., Joksimović, S., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015c). The history and state of distance education. Athabasca University. 22