Massive Open Online Course Study Group: Interaction Patterns in Face-to-Face and Online (Facebook) Discussions

Pin-Ju Chen, Yang-Hsueh Chen
2022 Frontiers in Psychology  
Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as
more » ... student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members.
doi:10.3389/fpsyg.2021.670533 pmid:35308074 pmcid:PMC8924062 doaj:e4fcd4f2ab364501bc1d7d0cb9722cc1 fatcat:na73lnovvzhm5hfmcmjnlbhsqu