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|Title:||Coordinating Collaborative Chat in Massive Open Online Courses|
|Authors:||Tomar, Gaurav Singh|
Rosé, Carolyn P.
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Tomar, G. S., Sankaranarayanan, S., Wang, X., & Rosé, C. P. (2016). Coordinating Collaborative Chat in Massive Open Online Courses In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||An earlier study of a collaborative chat intervention in a Massive Open Online Course (MOOC) identified negative effects on attrition stemming from a requirement for students to be matched with exactly one partner prior to beginning the activity. That study raised questions about how to orchestrate a collaborative chat intervention in a MOOC context in order to provide the benefit of synchronous social engagement without the coordination difficulties. In this paper we present a careful analysis of an intervention designed to overcome coordination difficulties by welcoming students into the chat on a rolling basis as they arrive rather than requiring them to be matched with a partner before beginning. The results suggest the most positive impact when experiencing a chat with exactly one partner rather than more or less. A qualitative analysis of the chat data reveals differential experiences between these configurations that suggests a potential explanation for the effect and raises questions for future research.|
|Appears in Collections:||ICLS 2016|
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