A Social Network Perspective on Peer Supported Learning in MOOCs for Educators

Autor/inn/en	Kellogg, Shaun; Booth, Sherry; Oliver, Kevin
Titel	A Social Network Perspective on Peer Supported Learning in MOOCs for Educators
Quelle	In: International Review of Research in Open and Distance Learning, 15 (2014) 5, S.263-289 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Large Group Instruction; Social Networks; Communities of Practice; Elementary Secondary Education; Mixed Methods Research; Case Studies; Peer Relationship; Knowledge Level; Individual Differences; Experience; Electronic Learning; Mathematics Instruction; Knowledge Management; Computer Mediated Communication; Discussion Groups + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Social network; Soziales Netzwerk; Community; Case study; Fallstudie; Case Study; Peer-Beziehungen; Wissensbasis; Individueller Unterschied; Erfahrung; Mathematics lessons; Mathematikunterricht; Wissensmanagement; Computerkonferenz
Abstract	A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10