OCWC Global Conference 2013: OER @ Universitas Terbuka (Short)
OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online...
-
Upload
the-open-education-consortium -
Category
Education
-
view
479 -
download
2
description
Transcript of OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online...
![Page 1: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/1.jpg)
Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners
in Taiwan
Wei-Ting Lin, Chao-Hsiu Chen, & Wei-I Lee
![Page 2: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/2.jpg)
Massive open online course, MOOC
• Complete course
includes course videos, syllabus, lecture notes, assignments,
reading lists, reading materials, tests, and interaction
• Open
free for registration, watching videos, downloading learning
materials
• Coursera, edX
![Page 3: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/3.jpg)
Massive open online course, MOOC
• MOOC vs. OCW
course vs. courseware
certification vs. non-credit
collaborative learning vs. self learning
• A major difference between MOOC & OCW is
“interaction”
![Page 4: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/4.jpg)
Interactions in an online environment
• More interactions can enhance cognitive presence,
social presence, and teaching presence (Moore, Masterson,
Christophel, & Shea, 1996).
• Interactions increase learner satisfaction and learning
effectiveness (Swan, 2002).
![Page 5: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/5.jpg)
Interactions in an online environment
• However, interaction in online learning environments is
often restricted by devices and technologies.
• Commonly used text-based technologies:
discussion boards, short message services (SMS), e-mail,
etc.
![Page 6: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/6.jpg)
Interactions in an online environment
• Text-based technologies have less media richness than
face-to-face conversation (Lan & Sie, 2010).
F2F > Telephone > Text-based communication
• Media richness is a critical factor that influences user
satisfaction in online environments (Simon & Peppas, 2004).
![Page 7: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/7.jpg)
Interactions in an online environment
• From computer-mediated communication to face-to-
face: Meetup
![Page 8: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/8.jpg)
Interactions in an online environment
• Is the Meetup design useful to Taiwan learners?
![Page 9: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/9.jpg)
Method
• Reviewing relevant research and Coursera Meetup to
form a basic design.
• Analyzing learners’ needs and attitudes toward face-to-
face discussion. (Survey: 62 participants)
• Interviewing 3 online learners and 1 professor who had
incorporate OCW materials to his instruction.
![Page 10: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/10.jpg)
Results
(b) Is it hard to you to post and describe learning questions on discussion board?
(c) Is it hard to you to reply and answer others’ questions on discussion board?
(a) 87.1% of the participants prefer face-to-face discussion to computer-mediated communication
![Page 11: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/11.jpg)
Results
(e) Willingness of face-to-face discussion with other learners; some learners are your familiar friends
(d) Willingness of face-to-face discussion with other learners you don’t familiar
![Page 12: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/12.jpg)
Results
(f) Willingness of face-to-face discussion with other learners who are all your familiar friends.
Taiwan learners are shy!
![Page 13: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/13.jpg)
Results• Interviewees’ suggestions:
– Function allows users to set group criteria such as “groups only
visible to friends”, “groups only visible to MOOC classmates”,
and “groups only visible to learners who had joined the same
group(s) with me.”
– Learners should be able to remain anonymous if they look for
help from someone they don’t know.
– Every user has a personal reputation score which gets higher if
the user frequently helps others.
– History logs.
![Page 14: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/14.jpg)
Scenario 1
A student used his
mobile device to
learn statistics, and
he encountered a
problem about
ANOVA.
![Page 15: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/15.jpg)
Scenario 2
Several students
taking “Introduction
to Computer Science”
wanted to start a
scheduled study
group.
![Page 16: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/16.jpg)
Scenario 3
A businessman was
waiting for his flight
at the airport. He
used mobile phone,
launched the
MOOC-meetup and
clicked “Who’s
around?” to search
other users with
the same learning
interests.
![Page 17: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/17.jpg)
Conclusion
1. Learners prefer face-to-face discussion to computer-
mediated communication.
2. Learners prefer joining a learning group with people
they know.
3. Learners prefer setting the criteria to screen group
members.
4. The function should include history logs of meet-up
groups and participants.
![Page 18: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/18.jpg)
THANK YOU FOR YOUR ATTENTION!
![Page 19: OCWC Global Conference 2013: Needs Analysis of the Meetup Function Design for Massive Open Online Course Learners in Taiwan](https://reader033.fdocuments.in/reader033/viewer/2022052507/5586d101d8b42ad16a8b45db/html5/thumbnails/19.jpg)
References1. An, Y.-J., & Frick, T. (2006). Student Perceptions of Asynchronous Computer-Mediated Communication in Face-to-Face Courses.
Journal of Computer-Mediated Communication, 11(2), 485-499.
2. Balaji, M. S., & Chakrabarti, D. (2010). Student Interactions in Online Discussion Forum: Empirical Research from 'Media Richness
Theory' Perspective. Journal of Interactive Online Learning, 9(1).
3. Carson, S. (2009). The unwalled garden: growth of the OpenCourseWare Consortium,2001-2008. Open Learning, 24(1), 23-29.
4. Dyson, L. E., Litchfield, A., Lawrence, E., Raban, R., & Leijdekkers, P. (2009). Advancing the m-learning research agenda for active,
experiential learning: Four case studies. Australasian Journal of Educational Technology, 25(2), 250-267.
5. Hiltz, S. R. (1997). The Impact of Online Assessment on Grades in Community College Distance Education Mathematics Courses.
Journal Of Asynchronous Learning Networks, 1(2), 1-19.
6. Lan, Y.-F., & Sie, Y.-S. (2010). Using RSS to support mobile learning based on media richness theory. Computers & Education, 55(1),
723-732.
7. Meetup.com. (2012a). edX global community, from http://www.meetup.com/edX-Global-Community/
8. Meetup.com. (2012b). Official Coursera Meetup Channel, from http://www.meetup.com/Coursera/
9. Moore, A., Masterson, J. T., Christophel, D. M., & Shea, K. A. (1996). College teacher immediacy and student ratings of instruction.
Communication Education, 45(1), 29-39.
10. Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49, 581-596.
11. Simon, S. J., & Peppas, S. C. (2004). An examination of media richness theory in product Web site design: an empirical study. info,
6(4), 270-281.
12. Song, Y. (2009). Handheld Educational Applications: A Review of the Research.
13. Swan, K. (2002). Building Learning Communities in Online Courses: the importance of interaction. Education, Communication &
Information, 2(1), 23-49.
14. Willging, P. A., & Johnson, S. D. (2009). Factors that influence students' decision to dropout of online courses. Journal of
Asynchronous Learning Networks, 13(3), 115-127.