Use of MOOC Discussion Forums

Exploring the Use of MOOC Discussion Forums
London International Conference on Education (LICE-2014). London, United Kingdom. 10th – 12th November, 2014
D.F.O.Onah*, J.E.Sinclair and R.Boyatt
The University of Warwick, United Kingdom
http://www2.warwick.ac.uk/fac/sci/dcs/people/research/csrmaj/daniel_onah_lice14.pdf
http://www2.warwick.ac.uk/fac/sci/dcs/people/research/csrmaj

topics becoming fragmented over many threads and a lack of search facilities.

Some MOOCs have made forum participation a required part of the course. However, some learners may not be comfortable with this and it may also lead to a large number of pointless posts.

Despite the widespread use of forums there is still a lack of understanding of effect pedagogy.

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The Mindset Meter

The Mindset Meter
http://survey.perts.net

related:

http://theeducatorsroom.com/2015/02/power-yet

http://theeducatorsroom.com/2017/03/10-ways-help-students-develop-growth-mindset
Teresa Cooper

http://theeducatorsroom.com/2016/10/deliberate-practice-growth-mindset

https://ideas.classdojo.com

https://www.edutopia.org/discussion/power-yet
deep and deliberate practice that is defined as: “Working on technique, seeking critical feedback, and focusing ruthlessly on shoring up weaknesses.”

Jobs that don’t yet exist

Insights and Trends that Make MOOCs Matter
Tony Wan
Aug 4, 2014
https://www.edsurge.com/n/2014-08-04-insights-and-trends-that-make-moocs-matter

Can’t Even Start
Something that often gets lost in the “learn to program” craze is the complicated task of setting up a proper coding environment. For many students, getting properly set up to do coding exercises proves to be much more difficult than learning to code itself.

Citing reports from the U.S. Department of Labor, McKinsey and Company, and the World Economic Forum, Shannon Hughes (Senior Director of Marketing at Udemy https://www.udemy.com ) offered statistics suggesting a mismatch between what kids are learning and what skills future jobs will require:

  • 65% of grade-school kids will have jobs that don’t exist today;
  • 72% of education institutions say recent graduates are ready for work; only 42% of employers agree.

related:
https://franzcalvo.wordpress.com/2015/01/12/162-future-jobs

Online peer assessment

Online peer assessment: effects of cognitive and affective feedback
Instructional Science. March 2012, 40(2): 257-275
Jingyan Lu, Nancy Law
http://link.springer.com/article/10.1007%2Fs11251-011-9177-2

This study reports the effects of online peer assessment, in the form of peer grading and peer feedback, on students’ learning.

One hundred and eighty one high school students engaged in peer assessment via an online system—iLap.
The number of grade-giving and grade-receiving experiences was examined and the peer feedback was coded according to different cognitive and affective dimensions.
The effects, on both assessors and assessees, were analyzed using multiple regression.

The results indicate that the provision by student assessors of feedback that identified problems and gave suggestions was a significant predictor of the performance of the assessors themselves, and that positive affective feedback was related to the performance of assessees.
However, peer grading behaviors were not a significant predictor of project performance.
This study explains the benefits of online peer assessment in general and highlights the importance of specific types of feedback.
Moreover, it expands our understanding of how peer assessment affects the different parties involved.

This article is cited by:
A Beginner’s Guide to Irrational Behavior
Duke University
https://www.coursera.org/course/behavioralecon

related:
Quantitative studies of student self-assessment in higher education: a critical analysis of findings
Higher Education, 1989, Volume 18, Issue 5, pp 529-549
David Boud, Nancy Falchikov
http://link.springer.com/article/10.1007%2FBF00138746

Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-á-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.

This article is cited by:
An Introduction to Interactive Programming in Python
Rice University. 2014
https://www.coursera.org/course/interactivepython

A MOOC Mystery: Where Do Online Students Go?

A MOOC Mystery: Where Do Online Students Go?
The New Yorker. February 28, 2014
http://www.newyorker.com/online/blogs/newsdesk/2014/02/a-mooc-mystery-where-do-online-students-go.html

An average of only 4 % of registered users finished their MOOCs in a recent University of Pennsylvania study:
Penn GSE Study Shows MOOCs Have Relatively Few Active Users, With Only a Few Persisting to Course End
December 5, 2013
http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti

a celebrated partnership between San Jose State and Udacity, the company co-founded by Sebastian Thrun, a Stanford professor turned MOOC magnate , also failed, when students in the online pilot courses consistently fared worse than their counterparts in the equivalent courses on campus:
http://www.nytimes.com/2013/12/11/us/after-setbacks-online-courses-are-rethought.html