How Success Versus Failure Cases Support Knowledge Construction in Collaborative Problem-Solving

Theorists suggest that collaboration is a key aspect in online, inquiry-based learning. However, research finds that meaningful interaction is challenging, and learners struggle to sustain interaction. One way to scaffold collaborative problem-solving is through case libraries; however, few studies have explored how the type of experience depicted in a case library (success and failure) catalyzes learning. To address this gap, this study explored how the presence of success versus failure case libraries supports learning in terms of understanding of the problem space, conceptual space, knowledge construction convergence, and social network interaction. Results found no differences between conditions when discussing the problem space. However, results found that the failure group outperformed the success condition in terms of conceptual space, knowledge construction convergence, and social network interaction. As it relates to scaffolding using case-based reasoning theory and failure-driven memory theory, the failure cases helped to scaffold learners understanding of the broader conceptual space, knowledge construction, and learner–learner interaction. Additional implications for inquiry-based learning and scaffolding using case-based reasoning theory and failure-driven memory theory are provided

What\u27s in It for Me? Incentives, Learning, and Completion in Massive Open Online Courses

This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants\u27 intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion)

What's in It for Me? Incentives, Learning, and Completion in Massive Open Online Courses

This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors

Effects of success v failure cases on learner-learner interaction

Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving competencies, such as argumentation and problem representation. However, research has yet to study how the design and types of cases impact learner-learner interaction. To accommodate that gap, this study used content analysis and sequential analysis to ascertain how learner interaction differed when participants had access to success- and failure-based case libraries. Results found the failure-based condition had higher overall number of postings and differed in terms of the number of elicitations and planning (meta) interactions. Finally, results of the sequential analysis indicated participants in the success-based condition were more likely to begin planning their final assignment earlier, while the failure condition was more likely to continue engaged in collaborative problem-solving with their peers. Given these differences, the findings suggest failure-based cases may serve as a catalyst for learner-learner interaction when compared with success-based cases. Implications for practice, case-based reasoning, and failure-driven memory theory are discussed