Validating performance of group formation based on homogeneous engagement criteria in MOOCs

Abstract

Active pedagogies can improve the pedagogical effectiveness of MOOCs. Group formation, an essential step in the design of small-group learning activities, can be challenging in MOOCs given the scale and the wide variety of students’ behaviors in such contexts. In this paper, we further analyze the suitability of applying the students’ engagement in the course as grouping criterion to form small groups in MOOC contexts. The impact of a grouping strategy based on requiring homogeneity among the students’ engagement of the group is examined in a real MOOC context. In a preliminary stage the results have been analyzed in terms of peer interactions, active students per team and students’ satisfaction. These results have been also compared with those in prior interventions in real MOOCs, thus validating previous findings about the suitability of this approach. The role of the timing of grouping was also examined by carrying out two collaborative activities at different weeks (the fourth and the sixth). A consistent improvement of all indicators was observed in the second intervention and its possible causes are discussed.