RT info:eu-repo/semantics/article
T1 Supporting Teachers in the Design and Implementation of Group Formation Policies in MOOCs: A Case Study
A1 Sanz Martínez, María Luisa
A1 Er, Erkan
A1 Dimitriadis Damoulis, Ioannis
A1 Martínez Monés, Alejandra
A1 Bote Lorenzo, Miguel Luis
K1 MOOC
K1 Aprendizaje colaborativo
AB Collaborative learning strategies, which can promote student learning and achievement, have rarely been incorporated into pedagogies of MOOCs. Such strategies, when implemented properly, can boost the quality of MOOC pedagogy. Nonetheless, the use of collaborative groups in MOOCs is scarce due to several yet critical contextual factors (e.g., massiveness, and variable levels of engagement) that hamper the group formation process.Therefore, there is a need for supporting MOOC teachers in the design and implementation of group formation policies when implementing collaborative strategies. This paper presents a study where two instruments were used to explore solutions to this need: a guide to support teachers during the planning of the group formation, and a technological tool to help them implement the collaborative groups designed and to monitor them. According to the results of the study, the design guide made the teachers aware of the contextual factors to consider when forming the collaborative groups, and allowed teachers inform some configuration parameters of the activity (e.g., duration and assessment type) and the group formation (e.g., criteria and parameters needed to build the groups). The technological tool was successfully incorporated into the MOOC platform. Lessons learned from the findings of the study are shared and their potential to inform the design guide is discussed.
PB Graz University of Technology, Institut für Informationssysteme und Computer Medien
YR 2018
FD 2018
LK http://uvadoc.uva.es/handle/10324/31419
UL http://uvadoc.uva.es/handle/10324/31419
LA eng
NO Journal of Universal Computer Science (accepted 2018)
NO Producción Científica
DS UVaDOC
RD 24-abr-2024