Abstract
Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members.
Highlights
We examined the interaction patterns and perceptions of students in the 6-week massive open online course (MOOC) study group
We carried out a “blended mode,” student-led MOOC study group to promote interactions and social learning
Overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members
Summary
In 2012, Coursera had only about 1 million registered users (Pappano, 2012); in 2020, the total enrollment has exceeded 70 million (Coursera, 2020). Rossi and Gnawali (2014) pointed out that the quality of MOOCs could be much enhanced by incorporating social interactions into their instructional design. In subsequent meetings (Weeks 3–6), the study group members took the responsibility to manage their discussions, including the agenda and ways of interaction. The participants took turns leading the discussion; each of them had a chance to experience the roles of both participant and leader. During this student-led stage, the researchers attended the computer lab to introduce the meeting, but for the main meeting time, the researchers and two research assistants sat at the other side of the computer lab to observe student interactions. The focus group guiding questions included, but were not limited to: “What is the focus of discussion or activities this week?” “What kinds of problems have you encountered and how did you resolve them?” “Which learning strategies have you discovered and shared?” and “What do you plan to do in the upcoming week(s)?”
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