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A new study from Penn State University, highlighted in an article on Campus Technology, Grouping MOOC Students by Communication Mode Doesnt Help Completion, offered MOOC participants a choice of how they would like to interact with peers in their MOOC and put them into study groups according to those preferences.
A team of seven researchers undertook an examination of participants in a Penn State MOOC, "Creativity, Innovation and Change," which was delivered on Coursera and drew 200,000 people from 190 countries in 2013 and 2014. Volunteers in the course were asked to fill out a pre-course survey online to provide demographic information and designate their learning preferences: Did they prefer to be part of a group that used asynchronous text posts, synchronous text chats, or synchronous video and audio as their primary channels for communication?
The results were not particularly encouraging as far as raising completion rates was concerned but the study does offer new insights into interaction preferences. For example participants over 40 were more likely to complete the course than younger participants and female participants were more interested in study groups than males. Further study in more courses will hopefully be made.
Since MOOCs are free and without formal demands it is unlikely that completion rates will ever be particularly high but I'm sure that creating a sense of community is a key factor to helping more participants stay the course. One area that needs to be developed is not just asking about collaboration preferences but providing support on collaborative literacy. Many people simply don't know how to work collaboratively, especially online and some kind of pre-course guide on how to get the most out of your course followed by a choice of participation options could help a lot. Study groups could be offered around synchronous or asynchronous interaction, self-study, geographic location, native language or a mix. Can we somehow offer supportive and safe study groups as a complement to massive openness then maybe that will lead to more people benefitting from this type of education.
ReferenceExploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough? Qing Zhang, Kyle L. Peck , Adelina Hristova, Kathryn W. Jablokow, Vicki Hoffman, Eunsung Park, Rebecca Yvonne Bayeck. Educational Technology Research and Development pp 1-29 (March 2016).