Social Networks and the Building of Learning Communities: An Experimental Study of a Social MOOC

Mariana De Lima,Marta Elena Zorrilla

doi:10.19173/irrodl.v18i1.2630

Abstract

<p class="3">This study aimed to analyze the student’s behaviour in relation to their degree of commitment, participation, and contribution in a MOOC based on a social learning approach. Interaction data was collected on the learning platform and in social networks, both of which were used in the third edition of a social MOOC course. This data was then studied via statistical methods and analysis of social networks. This study assumes that social communities would arise around the course, would remain over time, and that participants would even contribute with new proposals. The findings indicated that social learning communities are built and continue only while the course is open and while the teachers are involved in fostering participation. Although this study is limited, the design criteria of the course, the pedagogical model on which this is supported, and the methods applied for this analysis provide other researchers and educators with clues for better understand the dynamic process of social learning in social MOOCs.</p>

Highlights

In the last several years, Information and Communications Technology (ICT) has taken a special relevance in education
A simple definition, by OpenupEd (2015), says that massive open online courses (MOOCs) are “courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free” (p. 1)
What is the profile of the learners who follow a social MOOC and what is their behaviour?

Summary

Introduction

In the last several years, Information and Communications Technology (ICT) has taken a special relevance in education. Beyond being a technological support, the new digital environments are an alternative to the traditional classroom. In the last decade, massive open online courses (MOOCs) have transformed this type of teaching. A simple definition, by OpenupEd (2015), says that MOOCs are “courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free” “it draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. In the MOOC’s approach, the teaching model is generally inverted and focused on the learner who chooses his or her own “roadmap” by interacting with peers and accessing, in a flexible way, all information and resources (open and free). The learning cycle is an ongoing process that must be designed to improve the quality of knowledge as well as the collaboration among learners (Brahimi & Sarirete, 2015)

Objectives

Methods

Results

Conclusion