This document discusses designing small group discussions for MOOC platforms like FutureLearn. It proposes creating voluntary "study groups" of around 30 learners who remain together in asynchronous discussion for the duration of the course. A pilot study with 12 courses found that learners liked interacting with peers in their group and appreciated educator contributions. However, discussions sometimes decreased without direction on group work. More structure and guidance is needed for both learners on how to work in groups and educators on designing learning activities for study groups.

1. Designing small group discussion
for a MOOC platform
Mike Sharples, Laura Kirsop, Alla Kholmatova
Presentation at Learning with MOOCS III, Philadelphia

2. SOCIAL LEARNING ON FUTURELEARN
Volunteer learners
Self-directed
Recommend, not require
Social learning, but should
be possible to complete the
course without being social

3. Benefits of group learning
WHY SMALL GROUPS?
Groups work when learners:
● set group goals
● know when and how to contribute
● share knowledge, experience and
perspectives
● learn from more knowledgeable peers
● share rewards
● reflect on progress
Groups don’t work when:
● people are forced to join
● one person dominates
● people don’t contribute
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social
interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.

4. Benefits of group learning
WHY SMALL GROUPS?
Effective groups for FutureLearn:
✓ Low barrier to entry
✓ Enable diversity
✓ Promote active conversations
✓ Include well structured activities

5. DESIGN DECISIONS
Content Activity Course
Synchronous Real-time
discussion of
content
Live chat about a
‘big question’
during the course
Course chat area
Asynchronous Small group
comments and
responses to
content
Team learning Educator-initiated
small group
discussion

6. NUMBER OF LEARNERS ACTIVE ON A TYPICAL COURSE EACH 15-MINUTE PERIOD
1
2
3
4
5
6

7. DESIGN DECISIONS
Content Activity Course
Synchronous Too few learners
available
Too few learners
available
Off-topic
conversations
Asynchronous Too similar to
FutureLearn
comments and
replies
High barrier to
entry
Educator-initiated
small group
discussions (study
groups)

8. Study groups
DESIGN DECISIONS
Joining Voluntary Compulsory
Allocation Random Ability Affinity
Facilitation None Peer Educator

10. Asynchronous discussions for the duration the course
STUDY GROUPS
Discussion in parallel to the main course
Learner:
● at the start of the course is prompted to join a group
● clicks the ‘Study Groups’ tab and is automatically put
into a group of around 30 learners (based on
recency)
● remains in the group throughout the course unless
clicks ‘leave this group’
● can post, reply to and like comments

11. Asynchronous discussions for the duration the course
STUDY GROUPS
Discussion in parallel to the main course
Educator:
● can broadcast a prompt to all groups
● can see a list of groups and basic activity
● can enter any group to see the conversation and
post, reply, like

12. Group members
Add to group discussion
Broadcast educator prompt
Learner contribution
Educator response
Option to leave group

13. Pilot study with 12 courses
EVALUATION
● Analysis of data from trials with 12 courses
● Interview - 8 learners
● Micro-survey in 2nd week - 856 learners
● Detailed survey of learners who had completed 10% or
more of course - 1862 learners
● Interviews with representatives from 9 course teams

14. Successes
EVALUATION
● Learners and course teams saw opportunity to enhance
the learning experience
● Most learners had no preferences on who they were
grouped with - random allocation preferable
● Learners liked interacting with a group of peers
● Learners liked when Educators made contributions

15. Improvements
EVALUATION
● Learners were frustrated when discussion decreased
● Learners need direction on how to work in groups
● Course teams need guidance on designing learning for
study groups, e.g. ‘jigsaw learning’
● Course teams want a better view of group activity and
where to intervene
More structure and guidance