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Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions
Pin-Ju Chen1, Yang-Hsueh Chen2
1Teacher Education Center, Ming Chuan University, Taoyuan, Taiwan.
Frontiers in Psychology
|March 21, 2022
Summary
This study found that a blended learning approach, combining face-to-face and online discussions, effectively enhanced student interaction and learning in a massive open online course (MOOC) study group.
Area of Science:
- Educational Technology
- Online Learning
- Distance Education
Background:
- Interaction is crucial for effective online and distance learning.
- Massive Open Online Courses (MOOCs) often lack sufficient student interaction.
- Student-led study groups can potentially enhance MOOC engagement.
Purpose of the Study:
- To investigate the effectiveness of a blended mode MOOC study group in facilitating student interaction.
- To analyze student perceptions of a study group combining face-to-face and online (Facebook) discussions.
- To identify patterns of interaction in both physical and virtual learning environments.
Main Methods:
- A student-led, blended MOOC study group was established.
- Data collection included voice recordings, interviews, video recordings, and artifacts.
- Qualitative analysis was employed to detect interaction patterns and student perceptions.
Main Results:
- The blended MOOC study group positively impacted communication, support, problem-solving, and idea exchange.
- Both face-to-face meetings and online discussions demonstrated unique strengths.
- Different learning situations and learner types benefited from specific interaction modes.
Conclusions:
- Blended learning approaches, integrating face-to-face and online components, are beneficial for MOOCs.
- Future research should explore blended study groups across diverse contexts, subjects, and age groups.
- Further investigation into group dynamics is recommended to optimize MOOC learning experiences.
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