Abstract
Design for collaborative learning in Massive Open Online Courses (MOOCs) is considered more challenging compared to another context, while the benefits are huge for learners to collaborate in MOOC, especially connectivism MOOC (cMOOC), where learning is to connect specialized nodes (learners) or information sources. This study based on a cMOOC with 2791 participants, aimed to build a platform for conversation and problem-solving among researchers and practitioners, in the field of educational technology. And this paper investigated the learning process of a high-performance collaborative learning group in a cMOOC by analyzing their blogs, artifacts to record and report learning formatively. We discovered that the group demonstrated strategies including keeping the balance between student agency and problem quality, building up trust and commitment, keeping an artifact to manifest thinking, and making each individual recognized, which could help inform future design for collaborative learning in MOOC.
Published Version
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