HowdoesaMOOCimpacton-campusstudentengagement?

SarahCornelius,ColinCalder,andPeterM<ka

ALTCLiverpoolSeptember2017

Slidesavailablefromslideshare.net/sarahcorneliusTwiAer@sarahcornelius

BlendingwiththeAfricaMOOC

ProfHilaryHomans MOOCLeadEducator

DrPeterM<ka CourseCoordinator

HanifiBaris,AhmedFawaz,MaxwellNyatsikor

CourseMentors

DrSaraPreston eLearningTeamLeader

DrColinCalder MOOCProjectEvaluator

SarahCornelius ProjectLead

DesignoftheMOOC

•  Interdisciplinaryapproach•  Keyinformantinterviews

•  Casevideosfromsub-SaharanAfrica

•  Mentorsandeducatorsforscaffoldingandmonitoring

•  DevelopmentofcriPcalthinkingskillsfordevelopment.

•  MixoflearningacPviPesincludingvideorecordingsofeducators.

•  LearnersacPvelyengagedinfindingsoluPons

•  InteracPonbetweenlearners(NorthandSouth)

•  Extensionmaterials

•  Weeklyquizzes

Intro Tutor-ledtutorialsIndependentstudy

Groupwork

A3:grouppres.andlog

A1:MOOCtest

A2:local

eAssess

1 32 4 5 6

10

2 43 5 6 7

8 91

MOOC

FacetofaceacPvity

MOOCacPvity

SX1519design

UKES

MOOCcohort1st/2ndyear

N=45Responserate=51%

Generalcohort1st/3rdyearN=577

Responserate=14%

Individual/groupinterviewsN=3plusCourseCoordinator

Veryohen Ohen SomePmes Never

SX1519 44.4% 33.3% 15.6% 6.7%

UndergraduateL1&3 24.0% 41.3% 27.9% 6.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

Workingeffec<velywithothers

Howmuchhasyourlearningexperiencecontributedtoyourknowledge,skillsandpersonaldevelopmentinthefollowingareas?

UKESQuesPon17.8N Median

BlendedMOOC 45 2.0000Undergraduate1&3 463 2.0000

Mann-WhitneyTestandCI:PointesPmateforη1-η2is-0.000095.0PercentCIforη1-η2is(-1.0002,0.0000)W=8791.0Testofη1=η2vsη1≠η2issignificantat0.0143Thetestissignificantat0.0097(adjustedforPes)

Veryohen Ohen SomePmes Never

SX1519 15.6% 37.8% 31.1% 15.6%

UndergraduateL1&3 8.0% 24.4% 35.8% 31.9%

0.0%

10.0%

20.0%

30.0%

40.0%

Contribu<ngtoajointcommunityofstaffandstudents

UKESQuesPon15.1N Median

BlendedMOOC 45 2.0000Undergraduate1&3 465 3.0000

Mann-WhitneyTestandCI:

PointesPmateforη1-η2is-0.000095.0PercentCIforη1-η2is(-1.0002,0.0000)W=8791.0Testofη1=η2vsη1≠η2issignificantat0.0041Thetestissignificantat0.0027(adjustedforPes)

Undergraduatesmoreengaged

Nosigdiff

SX1519moreengaged

CriPcalthinking(2)

Coursechallenge(1)

Skillsdevelopment(1)

Learningwithothers(2)

ReflecPngandconnecPng(1)

Researchandenquiry(2)

Staff-studentpartnership(1)

Skillsdevelopment(4)

InteracPonwithstaff

Teachingonthecourse

Numberinbrackets=numberofitemsonUKESscalewheresignificantdifferencefound

Induc<on

On-campusinducPonshouldjusPfytheapproachandexplainaccessandexpectaPons

ParPcipantssuggestedthatsomestudentsmaynotbesurehowtoengagewiththeMOOC,butpickitupquickly

Flexibilityandcontrol

Learnerslike–  flexibilitytomanagetheirownstudyPme–  controlofvideolectures(changingspeed,switchingoff,watching‘experts’)

(alsoBruffetal,2013)

RespondentsvaluedopportuniPesforacPvelearning,

choiceandcontrol…

…andusedsystemaPcapproachestostudy

RespondentsweremorelikelytocommentintheMOOCthaninclass

Sociallearning

•  distancelearnersreportlowerlevelsofworkwithotherstudents(AUSSE2008,Kahuetal.2013)

•  socialinteracPvelearningismuchhigherinface-to-faceprogrammes(Winthropetal.2015)

•  learners’prefertointeractface-to-faceonblendedMOOCcourse(Bruffetal.2013)

Contextandnatureofblendingmayhaveaninfluenceonsociallearning,alongwithMOOCdesignandacPonsof

educatorsandtutors

Engagementindiscussion

•  selecPvereading,mostlytofindanswerstoquesPons,nopostscontributed

Bruffetal.(2013)

•  liTlepar<cipa<oninforumsCaufieldetal(2013)

•  liTleexchangeofideasandexperienceMilliganandLiAlejohn(2014)

Allrespondentspostedandlearntfromcomments

-asexplanaPonsofothercontent- throughinteresPngandauthenPcexamples- throughfeedbackfromreal-worldlearners

- throughconversaPonaboutdifferentperspecPves`

Engagementwithdiscussionmaybeinfluencedby:• MOOCplasormdesign• coursepedagogy• educators’acPons

MOOCcommunity• Globalandprofessional

perspecPves• Answerstocommon

quesPons

Oncampuscommunity• LocalsupportandmoPvaPon• Deepeninglearning

Designingforengagement

1.  Provideinduc<ontoensureaccessandintroducepedagogicapproach

2.  DesigntoprovidealignmentofMOOCandoncampusacPviPes

3.  EnablelearnerflexibilityandcontrolinMOOC4.  ConsiderusingMOOCas‘expert’andon

campustutoras‘facilitator’5.   Encouragesociallearninginonlineandfaceto

facecommuniPes–acknowledgedifferentaudiencesandrolesinsupporPnglearning

6.   IntegrateassessmenttoencourageparPcipaPon

References

BruffDetal.(2013)WrappingaMOOC:studentpercepPonsofanexperimentinblendedlearning.Journalofonlinelearningandteaching

IsraelMJ(2015)EffecPvenessofintegraPngMOOCsintradiPonalclassroomsforundergraduatestudents.IRRODL16(5)

MilliganCandLiAlejohnA(2014)SupporPngprofessionallearninginamassiveopenonlinecourseIRRODL15(5)

WinthropJetal(2015)EngagedlearninginMOOCS:acasestudyusingtheUKengagementsurvey.HEA:York

Slidesavailablefromslideshare.net/sarahcornelius

UniversityofAberdeen©2017HowdoesaMOOCimpacton-campusstudentengagementbySarahCornelius,ColinCalder,PeterMPka

islicensedunderaCreaPveCommonsAAribuPon-NonCommercial-ShareAlike4.0InternaPonalLicense