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首页> 外文期刊>Computers in Human Behavior >The dynamics of a MOOC's learner-learner interaction over time: A longitudinal network analysis
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The dynamics of a MOOC's learner-learner interaction over time: A longitudinal network analysis

机译:MOOC学习者学习者的动态随时间随时间的交互:纵向网络分析

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摘要

Interaction is a principle of high-quality course design in online learning. Previous research shows that interaction in Massive Open Online Courses is crucial for learner retention and course completion. Using panel network data of 386 MOOC learners, this study explored the mechanisms that drive learner-learner interaction over time, specifically, the patterns and evolution of learner-learner interaction in a MOOC through a stochasticactor-oriented model. The results contradicted previous evidence that learners reciprocate open communication (i.e., replies) in discussion forums and tend to interact with those to whom their direct connections reply. The extent to which learners interact with others similar to themselves (i.e., homophily) was not a statistically significant predictor of learner-learner interaction over time. Popularity, as measured by open communication, suggested preferential attachment in MOOC learners. High levels of affective communication received (i.e., likes) reduced open communication over time. Implications for practice are discussed, and future research that analyzes the quality of open communication over time is recommended.
机译:互动是在线学习中高质量课程设计的原则。以前的研究表明,大规模开放的在线课程中的互动对于学习者保留和课程完成至关重要。本研究探讨了386 MooC学习者的面板网络数据,探讨了推动学习者 - 学习者相互作用的机制,具体地,通过随机的运动员的模型,MOOC学习者 - 学习者互动的模式和演变。结果与学习者在讨论论坛中互访的开放式通信(即回复)并倾向于与他们的直接联系回复的人互动的公开沟通(即回复)进行互动。学习者与与自己相似的其他人互动的程度(即同性恋)并不是学习者学习者互动的统计上重要预测因子。受欢迎的是通过开放式沟通来衡量的,建议在MooC学习者中的优先依附。收到的高水平情感通信(即,喜欢)随着时间的推移降低了开放的通信。建议讨论对实践的影响,建议使用随着时间的推移分析开放式通信质量的未来研究。

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