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What Do MOOC Dashboards Present to Learners?: An Analysis from a Community of Inquiry Perspective

Sun, Wenting ; Schumacher, Clara ; Chen, Li ; Pinkwart, Niels

Visualizations and Dashboards for Learning Analytics, p.117-148

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題名:
What Do MOOC Dashboards Present to Learners?: An Analysis from a Community of Inquiry Perspective
著者: Sun, Wenting ; Schumacher, Clara ; Chen, Li ; Pinkwart, Niels
主題: Community of inquiry ; Learning analytics ; Learning dashboards ; MOOCs ; Self-regulated learning
所屬期刊: Visualizations and Dashboards for Learning Analytics, p.117-148
描述: As Massive Open Online Courses (MOOCs) address huge numbers of participants, they also incorporate a high availability of trace data that can be used for learning analytics (LA). But MOOCs also face high rates of dropout, which LA might offer additional support via learning dashboards. To improve the design of dashboards for supporting self-regulated learning, the Community of Inquiry (CoI) model emphasizing three elements (teaching presence, cognitive presence, and social presence) for online learning experiences was used in this chapter. Thirty-seven indicators related to the three elements of the CoI model were used in this study as a basis for analyzing MOOCs and their learning dashboards. The sample contains 20 courses on 5 MOOC platforms (three English, two Chinese) and 2 subjects (education and computer science). Findings indicated that all CoI indicators were present in courses, but only six indicators (TP1b, TP1d, TP3b, TP3e, CP1d, CP4b) appeared on the related learning dashboards. Furthermore, education courses used case studies and peer assignments more frequently, while Chinese and English MOOCs have some differences in course design. Considering that the dashboards analyzed entail simple visualizations and low personalization, MOOC participants might not be provided with sufficient support. Based on the findings, it is recommended to use, for example, dashboards including individual learning goals, more pedagogical guidance in discussion forum, and the recommendation of learning groups or communities. Upcoming research needs to investigate why MOOCs do not make sufficient use of learning dashboards and how to combine learning analytics, MOOCs, and learning theories.
相關題名: Advances in Analytics for Learning and Teaching
出版者: Cham: Springer International Publishing
語言: 英文
識別號: ISSN: 2662-2122
ISBN: 9783030812218
ISBN: 3030812219
EISSN: 2662-2130
EISBN: 9783030812225
EISBN: 3030812227
DOI: 10.1007/978-3-030-81222-5_6
資源來源: Springer Books

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What Do MOOC Dashboards Present to Learners?: An Analysis from a Community of Inquiry Perspective

Sun, Wenting ; Schumacher, Clara ; Chen, Li ; Pinkwart, Niels

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