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Social Engagement versus Learning Engagement An Exploratory Study of FutureLearn Learners

机译：社会参与与学习参与未来学习者的探索性研究

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Massive Open Online Courses (MOOCs) continue to see increasing enrolment, but only a small percent of enrolees completes the MOOCs. Whilst a lot of research has focused on predicting completion, there is little research analysing the ostensible contradiction between the MOOC’s popularity and the apparent disengagement of learners. Specifically, it is important to analyse engagement not just in learning, but also from a social perspective. This is especially crucial, as MOOCs offer a growing amount of activities, which can be classified as social interactions. Thus, this study is particularly concerned with how learners interact with peers, along with their study progression in MOOCs. Additionally, unlike most existing studies that are mainly focused on learning outcomes, this study adopts a fine-grained temporal approach to exploring how learners progress within a MOOC. The study was conducted on the less explored FutureLearn platform, which employs a social constructivist approach and promotes collaborative learning. The preliminary results suggest potential interesting finegrained predictive models for learner behaviour, involving weekly monitoring of social, non-social behaviour of active students (further classified as completers and non-completers).
机译：大规模的在线公开课程（MOOC）继续增加入学人数，但是只有一小部分的参与者完成了MOOC。尽管许多研究集中在预测完成率上，但很少有研究分析MOOC的普及程度与学习者的明显脱离之间的表面矛盾。具体而言，不仅要从学习中而且从社会角度分析参与度，这一点很重要。这一点尤其重要，因为MOOC提供了越来越多的活动，这些活动可以归为社交互动。因此，本研究特别关注学习者如何与同伴互动，以及他们在MOOC中的学习进展。此外，与大多数现有的研究主要集中在学习成果上的研究不同，本研究采用细粒度的时间方法来探索学习者如何在MOOC中进步。这项研究是在较少探索的FutureLearn平台上进行的，该平台采用了社会建构主义的方法并促进了协作学习。初步结果表明，潜在的有趣的细粒度预测模型对于学习者的行为，包括每周监测活跃学生的社会，非社会行为（进一步分类为完成者和未完成者）。

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