Untangling MOOC learner networks

Abstract

Research in formal education has repeatedly offered evidence of the importance of social interactions for student learning. However, it remains unclear whether the development of such interpersonal relationships has the same influence on learning in the context of large-scale open online learning. For instance, in MOOCs group members frequently change and the volume of interactions can quickly amass to chaos, therefore impeding an individual's propensity to foster meaningful relationships. This paper examined a MOOC for its potential to develop social processes. As it is exceedingly difficult to establish a relationship with somebody who seldom accesses a MOOC discussion, we singled out a cohort defined by its participants' regularity of forum presence. The study, analysed this 'cohort' and its development, in comparison to the entire MOOC learner network. Mixed methods of social network analysis (SNA), content analysis and statistical network modelling, revealed the potential for unfolding social processes among a more persistent group of learners in the MOOC setting.