Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

Godfrey Mayende, Andreas Prinz, Ghislain Maurice Norbert Isabwe, Paul Birevu Muyinda

Abstract


when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

Keywords


Higher Education; MOOC; Online Learning; Online Learning Groups

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International Journal of Engineering Pedagogy. eISSN: 2192-4880
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