Exploring the Impact of Chat-Based Collaborative Activities and SRL-Focused Interventions on Students' Self-Regulation Profiles, Participation in Collaborative Activities, Retention, and Learning in MOOCs

Autor/inn/en	Psathas, Georgios; Tegos, Stergios; Demetriadis, Stavros N.; Tsiatsos, Thrasyvoulos
Titel	Exploring the Impact of Chat-Based Collaborative Activities and SRL-Focused Interventions on Students' Self-Regulation Profiles, Participation in Collaborative Activities, Retention, and Learning in MOOCs
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 18 (2023) 3, S.329-351 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Psathas, Georgios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-023-09394-0
Schlagwörter	Computer Mediated Communication; MOOCs; Cooperative Learning; Learning Activities; Learning Strategies; Student Participation; School Holding Power; Academic Achievement; Programming; Computer Science Education; Learner Engagement + Suchen Sie Ihr Suchwort? Computerkonferenz; Kooperatives Lernen; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Programmierung; Computer science lessons; Informatikunterricht
Abstract	Despite their potential to deliver a high-quality learning experience, massive open online courses (MOOCs) pose several issues, such as high dropout rates, difficulties in collaboration between students, low teaching involvement, and limited teacher-student interaction. Most of these issues can be attributed to the large number, diversity, and variation in self-regulated learning (SRL) skills of participants in MOOCs. Many instructional designers try to overcome these issues by incorporating collaborative activities. Others try to scaffold students' SRL levels by making SRL-focused interventions. However, limited research combines the study of SRL-focused interventions with students' engagement in collaborative activities, course retention, and learning outcomes of MOOC environments. We deployed a programming-oriented MOOC in which we incorporated chat-based collaborative activities, supported by a learning analytics dashboard. Students were asked to complete SRL-focused questionnaires at the beginning and the end of the course. Based on their score, we calculated an average score that forms their SRL level, creating three groups: (1) control; (2) general intervention; and (3) personalized intervention in which we provided personalized interventions. We compared the students' learning outcomes, participation in collaborative activities, and retention in the MOOC. These comparisons provided evidence regarding the positive impact of different intervention modes on students' engagement in collaborative activities and their learning outcomes, with respect to their various SRL profiles. Students allocated to the general and personalized intervention groups displayed increased participation in the collaborative activities and learning outcomes, as compared to students assigned to the control group. We also documented that the SRL interventions positively affected students' course retention. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01