Abstract
when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.
Highlights
The proliferation of ICT in teaching and learning has created new possibilities for supporting collaborative and cooperative learning in distance education [1]
The findings are presented in the following subsections: course organization, do groups reduce structure, what helped with learning, are learning groups working, what did the group help with, and what collaboration tools were used
The learners within the groups would submit individual work for the group activity. This helps to initiate the learners to the learning group activity and each learner to contribute to the learning group discussion
Summary
The proliferation of ICT in teaching and learning has created new possibilities for supporting collaborative and cooperative learning in distance education [1]. Collaborative learning hinges on the belief that knowledge is socially constructed iJEP ‒ Vol 7, No 2, 2017. Each learner has control over his/her own learning. Vygotsky argues that a person’s learning may be enhanced through engagement with others. Learning groups have been preferred for propelling interaction and learning. Motivating and sustaining effective student interactions are not easy to achieve. Coordination and implementation of curriculum, pedagogy and technology [2]
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