What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as “open” because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as “locked” because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine whether these platform differences are consequential and have the potential to impact learning. We analyzed direct responses to two discussion prompts from two modules located in modules two and six of an eight module course. We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience. We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience

Estudio comparativo y experimental de plataformas de gestión de aprendizaje LMS para la implementación de MOOC

Desde el año 2008 se han venido implementando plataformas LMS orientadas a los modelos de aprendizaje MOOC (Massive Open Online Course), las cuales sin embargo en la actualidad las organizaciones no cuentan con un esquema que les permita seleccionar la plataforma que mejor responda a sus necesidades de formación, teniendo en cuenta que en la actualidad la educación virtual se enfoca en ofertar cursos masivos abiertos a toda la comunidad. Para este trabajo consideramos la opción de elaborar una guía que facilite la selección de una plataforma LMS a partir de un estudio comparativo experimental de cuatro distribuciones en relación al desempeño para modelos de aprendizaje MOOC (Massive Open Online Course). Realizar un estudio comparativo experimental de cuatro plataformas LMS (dos Open Source y dos Comerciales) que nos permita entender el desempeño de cada una, tanto a nivel de hardware como de software, para posteriormente ejecutar la implementación y análisis y así encontrar la más apropiada en entornos masivos virtuales. Hoy en día no hay estudio de referencia que ayude a seleccionar una plataforma teniendo en cuenta los requerimientos del sistema requeridos al momento de implementar una u otra plataforma LMS (Learning Management System). Todas las plataformas nos ofrecen diversidad de opciones a la hora de ofertar un LMS MOOC, sin embargo, por costos, rendimiento y capacidad la más opcionada es Moodle. Aprovechando las bondades de la tecnología en la nube este tipo de servicios es más rentable y de mejor calidadIngeniero de Sistemaspregrad

Replication In Massive Open Online Course Research Using The Mooc Replication Framework

The purpose of this dissertation was to develop and use a platform that facilitates Massive Open Online Course (MOOC) replication research. Replication and the verification of previously published findings is an essential step in the scientific process. Unfortunately, a replication crisis has long plagued scientific research, affecting even the field of education. As a result, the validity of more and more published findings is coming into question. Research on MOOCs have not been exempt from this. Due to a number of limiting technical barriers, MOOC literature suffers from such issues as contradictory findings between published works and the unconscious skewing of results caused by overfitting to single datasets. The MOOC Replication Framework (MORF) was developed to allow researchers to bypass these technical barriers. Researchers are able to design their own MOOC analyses and have MORF conduct it for them across its massive store of MOOC data. The first study in this dissertation, which describes the work that went into building the platform that would eventually turn into MORF, conducted a feasibility study that aimed to investigate whether the platform was able to perform the tasks it was built for. This was done through the replication of previously published findings within a single dataset. The second study describes the initial architecture of MORF and sought to demonstrate the platform’s scaled feasibility to conduct large-scale replication research. This was done through the execution of a large-scale replication study against data from an entire University’s roster of MOOCs. Finally, the third study highlighted how MORF’s architecture allows for the execution of more than just replication studies. This was done through the execution of a novel research study that sought to analyze the generalizability of predictive models of completion between the countries present in MORF’s expansive dataset—an important issue to address given the massive enrollment numbers of MOOCs from all around the world