Christopher A. Brooks, Caren M. Stalburg, Tawanna R. Dillahunt, L. Robert
{"title":"与朋友一起学习:学生面对面合作对大规模开放在线课程活动的影响","authors":"Christopher A. Brooks, Caren M. Stalburg, Tawanna R. Dillahunt, L. Robert","doi":"10.1145/2724660.2728667","DOIUrl":null,"url":null,"abstract":"This work investigates whether enrolling in a Massive Open Online Course (MOOC) with friends or colleagues can improve a learner's performance and social interaction during the course. Our results suggest that signing up for a MOOC with peers correlates positively with the rate of course completion, level of achievement, and discussion forum usage. Further analysis seems to suggest that a learner's interaction with their friends compliments a MOOC by acting as a form of self-blended learning.","PeriodicalId":20664,"journal":{"name":"Proceedings of the Second (2015) ACM Conference on Learning @ Scale","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities\",\"authors\":\"Christopher A. Brooks, Caren M. Stalburg, Tawanna R. Dillahunt, L. Robert\",\"doi\":\"10.1145/2724660.2728667\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This work investigates whether enrolling in a Massive Open Online Course (MOOC) with friends or colleagues can improve a learner's performance and social interaction during the course. Our results suggest that signing up for a MOOC with peers correlates positively with the rate of course completion, level of achievement, and discussion forum usage. Further analysis seems to suggest that a learner's interaction with their friends compliments a MOOC by acting as a form of self-blended learning.\",\"PeriodicalId\":20664,\"journal\":{\"name\":\"Proceedings of the Second (2015) ACM Conference on Learning @ Scale\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-03-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the Second (2015) ACM Conference on Learning @ Scale\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/2724660.2728667\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the Second (2015) ACM Conference on Learning @ Scale","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2724660.2728667","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities
This work investigates whether enrolling in a Massive Open Online Course (MOOC) with friends or colleagues can improve a learner's performance and social interaction during the course. Our results suggest that signing up for a MOOC with peers correlates positively with the rate of course completion, level of achievement, and discussion forum usage. Further analysis seems to suggest that a learner's interaction with their friends compliments a MOOC by acting as a form of self-blended learning.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
