ФОРУМЫ В МАССОВЫХ ОТКРЫТЫХ ОНЛАЙН КУРСАХ
Аннотация
В статье обсуждается значимость форумов массовых открытых онлайн курсов в организации взаимодействия. Анализируются полнотекстовые научные публикации 2012-2016 гг. Рассматривается роль форумов в рабочем пространстве обучающихся и инструктора курса.
Литература
1. Дацун Н.Н. Опыт использования средств электронного обучения для формирования профессиональных и коммуникативных компетенций для бакалавров // Электронное обучение в непрерывном образовании. – 2014. – Т. 2, № 1 (1). – С. 31-37.
2. Anderson A., Huttenlocher D., Kleinberg J. et al. Engaging with massive online courses // Proceedings of the 23rd International Conference on World Wide Web (WWW '14). – 2014. – P. 687-698. URL:
https://www.cs.cornell.edu/home/kleinber/www14-courses.pdf.
3. Anderson T., Garrison D. R. Learning in a networked world: New roles and responsibilities // Distance learners in higher education: Institutional responses for quality outcomes. C. Gibson (Ed.). Madison,. WI: Atwood Publishing (Atwood. ed.). – 1998. – P. 97-112. URL: http://auspace.athabascau.ca:8080/bitstream/2149/801/1/learning_in_a.pdf
4. Breslow L., Pritchard D. E., DeBoer J. et al. Studying learning in the worldwide classroom: Research into edX’s first MOOC // Research & Practice In Assessment. – 2013. – Vol. 8. – P. 13–25. URL: http://www.rpajournal.com/dev/wpcontent/uploads/2013/05/SF2.pdf.
5. Champaign J., Colvin K. F., Liu A. et al. Correlating skill and improvement in 2 MOOCs with a student's time on tasks // Proceedings of the first ACM conference on Learning @ scale conference (L@S '14). – 2014. – P. 11–20. URL: https://edocs.uis.edu/jcham4/www/p11-champaign.pdf.
6. Chandrasekaran M.K., Ragupathi K., Kan M.–Y. et al. Towards feasible instructor intervention in MOOC discussion forums // Proceedings of the Thirty Sixth International Conference on Information Systems (ICIS '15). – 2015. – Vol. Research–in–Progress. – P. 1–9. URL: http://www.comp.nus.edu.sg/~a0092669/papers/icis2015.pdf.
7. Clow D. MOOCs and the funnel of participation // Proceedings of the Third International Conference on Learning Analytics And Knowledge (LAK '13). – 2013. – P. 185-189. URL: http://oro.open.ac.uk/36657/1/DougClow-LAK13-revisedsubmitted.pdf.
8. Cruz-Benito J., Borrás-Gené O., Garcı́a-Peñ alvo F. J. et al. Extending MOOC ecosystems using web services and software architectures // Proceedings of the 16th International Conference Interacció n '15. – 2015. – Article No. 52.
9. Cui Yi, Wise A. F. Identifying Content–Related Threads in MOOC Discussion Forums // Proceedings of the Second ACM Conference on Learning @ Scale (L@S '15). – 2015. – P. 299–303. URL:
https://www.researchgate.net/publication/282712686_Identifying_ContentRelated_Threads_in_MOOC_Discussion_Forums.
10. Dillahunt T., Chen B., Teasley S. Model thinking: demographics and performance of MOOC students unable to afford a formal education // Proceedings of the first ACM conference on Learning @ scale conference (L@S '14). – 2014. – P. 145–146. URL: https://www.researchgate.net/publication/262399228_Model_thinking_demographics_and_performance_of_mooc_students_unable_to_afford_a_formal_education.
11. Engle D., Mankoff C., Carbrey J. Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC // The International Review of Research in Open and Distributed Learning. – 2015. – Vol. 16, Iss. 2. – P. 46-68.
12. Ezen–Can A., Boyer K. E., Kellogg S. Unsupervised modeling for understanding MOOC discussion forums: a learning analytics approach // Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (LAK '15). – 2015. – P. 146–150. URL: https://research.csc.ncsu.edu/learndialogue/pdf/LearnDialogue-EzenCan-LAKmooc-2015.pdf.
13. Gó mez Aguilar D. A., Garcı́a–Peñ alvo F. J., Theró n R. Tap into visual analysis of the customization of grouping of activities in eLearning // Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (TEEM '13). – 2013. – P. 253–259. URL:
https://www.researchgate.net/publication269317478_Tap_into_visual_analysis_of_customization_of_grouping_of_
activities_in_eLearning.
14. Hecking T., Chounta I.–A., Hoppe H. U. Investigating social and semantic user roles in MOOC discussion forums // Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK '16). – P. 198–207. URL: https://www.researchgate.net/publication/301591264_Investigating_social_and_semantic_user_roles_in_MOOC_discussion_forums.
15. Howley I., Tomar G., Yang D. et all. Alleviating the negative effect of up and downvoting on help seeking in MOOC discussion forums // Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED '15): series Lecture Notes in Computer Science. – Springer International Publishing, 2015. – Vol. 9112. – P. 629-632. URL: https://www.andrew.cmu.edu/user/ihowley/website/pubs/2015howley_AlleviatingNegEffOfVotingInMOOCs.pdf.
16. Ji H., Park K., Jo J. et al. Mining students activities from a computer supported collaborative learning system based on peer to peer network // Peer-to-Peer Networking and Applications. – 2016. – Vol. 9, Iss. 3. – P. 465–476.
17. Kizilcec R. F., Piech C., Schneider E. Deconstructing disengagement: analyzing learner subpopulations in massive open online courses // Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK '13). – 2013. – P. 170-179. URL: http://web.stanford.edu/~cpiech/bio/papers/deconstructingDisengagement.pdf.
18. Kizilcec R. F., Schneider E., Cohen G. L. et al. Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings // Proceedings of the European MOOCs Stakeholder Summit (EMOOCs '14). – 2014. – P. 80-87. URL: http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf.
19. Moore M. G. Editorial: Three types of interaction // American Journal of Distance Education. – 1989. – Vol. 3, Iss.2. – P. 1–7. URL: https://www.researchgate.net/publication/237404371_Three_Types_of_Interaction.
20. Mustafaraj E., Bu J. The Visible and Invisible in a MOOC Discussion Forum // Proceedings of the Second ACM Conference on Learning @ Scale (L@S '15). – 2015. – P. 351–354.
21. Nespereira C. G., Vilas A. F., Redondo R. P. Dı́az. Am I failing this course?: risk prediction using e–learning data // Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM '15). – 2015. – P. 271–276. URL: https://www.researchgate.net/publication/301453451_Am_I_failing_this_course_risk_prediction_using_e-learning_data.
22. Neubaum G., Wichmann A., Eimler S. C. et al. Investigating Incentives for Students to Provide Peer Feedback in a Semi-Open Online Course: An Experimental Study // Proceedings of the 10th International Symposium on Open Collaboration (OpenSym '14). – 2014. – P. 19-25.
23. Nylén A., Thota N., Eckerdal A. et al. Multidimensional analysis of creative coding MOOC forums: a methodological discussion // Proceedings of the 15th Koli Calling Conference on Computing Education Research (Koli Calling '15). – 2015. – P. 137-141. URL: https://www.researchgate.net/publication/285406637_Multidimensional_analysis_of_creative_coding_MOOC_forums_a_methodological_discussion
24. Sharif A., Magrill B. Discussion Forums in MOOCs // International Journal of Learning, Teaching and Educational Research. – 2015. – Vol. 12, Iss. 1. – P. 119-132. URL: http://www.ijlter.org/index.php/ijlter/article/download/368/166.
25. Stump G.S., Deboer J., Whittinghil, J. et al. Development of a Framework to Classify MOOC Discussion Forum Posts: Methodology and Challenges // NIPS Workshop on Data Driven Education. – 2013. – P. 1–20. URL:
https://tll.mit.edu/sites/default/files/library/Coding_a_MOOC_Discussion_Forum.pdf.
26. Sun C., Li S.–W., Lin L. Thread structure prediction for MOOC discussion forum // Proceedings of the Second International Conference of Young Computer Scientists, Engineers and Educators (ICYCSEE '16). Social Computing: series Communications in Computer and Information Science. – 2016. – Vol. 624. – P. 92–101.
27. Wong J.–S., Pursel B., Divinsky A. et al. Analyzing MOOC discussion forum messages to identify cognitive learning information exchanges // Proceedings of the 78th ASIS&T Annual Meeting: Information Science with Impact: Research in and for the Community (ASIST '15). – Article No. 23. URL:
https://www.asist.org/files/meetings/am15/proceedings/submissions/papers/35paper.pdf.
28. Wong, J., Pursel, B., Divinsky, A. et al. An Analysis of MOOC Discussion Forum Interactions from the Most Active Users // Proceedings of the 8th International Conference on Social Computing, Behavioral–Cultural Modeling, and Prediction (SBP '15): series Lecture Notes in Computer Science – Springer International Publishing, 2015. – Vol. 9021. – P. 452–457. URL: https://faculty.ist.psu.edu/jjansen/academic/jansen_MOOCs_active_users.pdf.
29. Wong S. Y., Tee W. J., Lim P. V. Design Model for Integrating Learning Activity Management System (LAMS), Massive Open Online Courses (MOOC) and Flipped Classroom in Taylor’s Integrated MOODLE e-Learning System (TIMeS) // Holistic Education: Enacting Change. Part III. – Singapore: Springer Singapore, 2014. – P. 379-387.
30. Woodgate A., Macleod H., Scott A.-M. et al. Differences in online study behaviour between sub-populations of MOOC learners // Educacion XXI. 2015. Vol. 18, Iss. 2. P. 147-163.
31. Zhu J., Warner J., Gordon M. Toward a domain–specific visual discussion forum for learning computer programming: An empirical study of a popular MOOC forum // Proceedings of the IEEE Symposium on Visual Languages and Human–Centric Computing (VL/HCC '15). – 2015. – P. 101 – 109. URL: http://www.pgbovine.net/publications/computer-programmingMOOC-discussion-forum-design_VLHCC-2015.pdf.
2. Anderson A., Huttenlocher D., Kleinberg J. et al. Engaging with massive online courses // Proceedings of the 23rd International Conference on World Wide Web (WWW '14). – 2014. – P. 687-698. URL:
https://www.cs.cornell.edu/home/kleinber/www14-courses.pdf.
3. Anderson T., Garrison D. R. Learning in a networked world: New roles and responsibilities // Distance learners in higher education: Institutional responses for quality outcomes. C. Gibson (Ed.). Madison,. WI: Atwood Publishing (Atwood. ed.). – 1998. – P. 97-112. URL: http://auspace.athabascau.ca:8080/bitstream/2149/801/1/learning_in_a.pdf
4. Breslow L., Pritchard D. E., DeBoer J. et al. Studying learning in the worldwide classroom: Research into edX’s first MOOC // Research & Practice In Assessment. – 2013. – Vol. 8. – P. 13–25. URL: http://www.rpajournal.com/dev/wpcontent/uploads/2013/05/SF2.pdf.
5. Champaign J., Colvin K. F., Liu A. et al. Correlating skill and improvement in 2 MOOCs with a student's time on tasks // Proceedings of the first ACM conference on Learning @ scale conference (L@S '14). – 2014. – P. 11–20. URL: https://edocs.uis.edu/jcham4/www/p11-champaign.pdf.
6. Chandrasekaran M.K., Ragupathi K., Kan M.–Y. et al. Towards feasible instructor intervention in MOOC discussion forums // Proceedings of the Thirty Sixth International Conference on Information Systems (ICIS '15). – 2015. – Vol. Research–in–Progress. – P. 1–9. URL: http://www.comp.nus.edu.sg/~a0092669/papers/icis2015.pdf.
7. Clow D. MOOCs and the funnel of participation // Proceedings of the Third International Conference on Learning Analytics And Knowledge (LAK '13). – 2013. – P. 185-189. URL: http://oro.open.ac.uk/36657/1/DougClow-LAK13-revisedsubmitted.pdf.
8. Cruz-Benito J., Borrás-Gené O., Garcı́a-Peñ alvo F. J. et al. Extending MOOC ecosystems using web services and software architectures // Proceedings of the 16th International Conference Interacció n '15. – 2015. – Article No. 52.
9. Cui Yi, Wise A. F. Identifying Content–Related Threads in MOOC Discussion Forums // Proceedings of the Second ACM Conference on Learning @ Scale (L@S '15). – 2015. – P. 299–303. URL:
https://www.researchgate.net/publication/282712686_Identifying_ContentRelated_Threads_in_MOOC_Discussion_Forums.
10. Dillahunt T., Chen B., Teasley S. Model thinking: demographics and performance of MOOC students unable to afford a formal education // Proceedings of the first ACM conference on Learning @ scale conference (L@S '14). – 2014. – P. 145–146. URL: https://www.researchgate.net/publication/262399228_Model_thinking_demographics_and_performance_of_mooc_students_unable_to_afford_a_formal_education.
11. Engle D., Mankoff C., Carbrey J. Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC // The International Review of Research in Open and Distributed Learning. – 2015. – Vol. 16, Iss. 2. – P. 46-68.
12. Ezen–Can A., Boyer K. E., Kellogg S. Unsupervised modeling for understanding MOOC discussion forums: a learning analytics approach // Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (LAK '15). – 2015. – P. 146–150. URL: https://research.csc.ncsu.edu/learndialogue/pdf/LearnDialogue-EzenCan-LAKmooc-2015.pdf.
13. Gó mez Aguilar D. A., Garcı́a–Peñ alvo F. J., Theró n R. Tap into visual analysis of the customization of grouping of activities in eLearning // Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (TEEM '13). – 2013. – P. 253–259. URL:
https://www.researchgate.net/publication269317478_Tap_into_visual_analysis_of_customization_of_grouping_of_
activities_in_eLearning.
14. Hecking T., Chounta I.–A., Hoppe H. U. Investigating social and semantic user roles in MOOC discussion forums // Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK '16). – P. 198–207. URL: https://www.researchgate.net/publication/301591264_Investigating_social_and_semantic_user_roles_in_MOOC_discussion_forums.
15. Howley I., Tomar G., Yang D. et all. Alleviating the negative effect of up and downvoting on help seeking in MOOC discussion forums // Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED '15): series Lecture Notes in Computer Science. – Springer International Publishing, 2015. – Vol. 9112. – P. 629-632. URL: https://www.andrew.cmu.edu/user/ihowley/website/pubs/2015howley_AlleviatingNegEffOfVotingInMOOCs.pdf.
16. Ji H., Park K., Jo J. et al. Mining students activities from a computer supported collaborative learning system based on peer to peer network // Peer-to-Peer Networking and Applications. – 2016. – Vol. 9, Iss. 3. – P. 465–476.
17. Kizilcec R. F., Piech C., Schneider E. Deconstructing disengagement: analyzing learner subpopulations in massive open online courses // Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK '13). – 2013. – P. 170-179. URL: http://web.stanford.edu/~cpiech/bio/papers/deconstructingDisengagement.pdf.
18. Kizilcec R. F., Schneider E., Cohen G. L. et al. Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings // Proceedings of the European MOOCs Stakeholder Summit (EMOOCs '14). – 2014. – P. 80-87. URL: http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf.
19. Moore M. G. Editorial: Three types of interaction // American Journal of Distance Education. – 1989. – Vol. 3, Iss.2. – P. 1–7. URL: https://www.researchgate.net/publication/237404371_Three_Types_of_Interaction.
20. Mustafaraj E., Bu J. The Visible and Invisible in a MOOC Discussion Forum // Proceedings of the Second ACM Conference on Learning @ Scale (L@S '15). – 2015. – P. 351–354.
21. Nespereira C. G., Vilas A. F., Redondo R. P. Dı́az. Am I failing this course?: risk prediction using e–learning data // Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM '15). – 2015. – P. 271–276. URL: https://www.researchgate.net/publication/301453451_Am_I_failing_this_course_risk_prediction_using_e-learning_data.
22. Neubaum G., Wichmann A., Eimler S. C. et al. Investigating Incentives for Students to Provide Peer Feedback in a Semi-Open Online Course: An Experimental Study // Proceedings of the 10th International Symposium on Open Collaboration (OpenSym '14). – 2014. – P. 19-25.
23. Nylén A., Thota N., Eckerdal A. et al. Multidimensional analysis of creative coding MOOC forums: a methodological discussion // Proceedings of the 15th Koli Calling Conference on Computing Education Research (Koli Calling '15). – 2015. – P. 137-141. URL: https://www.researchgate.net/publication/285406637_Multidimensional_analysis_of_creative_coding_MOOC_forums_a_methodological_discussion
24. Sharif A., Magrill B. Discussion Forums in MOOCs // International Journal of Learning, Teaching and Educational Research. – 2015. – Vol. 12, Iss. 1. – P. 119-132. URL: http://www.ijlter.org/index.php/ijlter/article/download/368/166.
25. Stump G.S., Deboer J., Whittinghil, J. et al. Development of a Framework to Classify MOOC Discussion Forum Posts: Methodology and Challenges // NIPS Workshop on Data Driven Education. – 2013. – P. 1–20. URL:
https://tll.mit.edu/sites/default/files/library/Coding_a_MOOC_Discussion_Forum.pdf.
26. Sun C., Li S.–W., Lin L. Thread structure prediction for MOOC discussion forum // Proceedings of the Second International Conference of Young Computer Scientists, Engineers and Educators (ICYCSEE '16). Social Computing: series Communications in Computer and Information Science. – 2016. – Vol. 624. – P. 92–101.
27. Wong J.–S., Pursel B., Divinsky A. et al. Analyzing MOOC discussion forum messages to identify cognitive learning information exchanges // Proceedings of the 78th ASIS&T Annual Meeting: Information Science with Impact: Research in and for the Community (ASIST '15). – Article No. 23. URL:
https://www.asist.org/files/meetings/am15/proceedings/submissions/papers/35paper.pdf.
28. Wong, J., Pursel, B., Divinsky, A. et al. An Analysis of MOOC Discussion Forum Interactions from the Most Active Users // Proceedings of the 8th International Conference on Social Computing, Behavioral–Cultural Modeling, and Prediction (SBP '15): series Lecture Notes in Computer Science – Springer International Publishing, 2015. – Vol. 9021. – P. 452–457. URL: https://faculty.ist.psu.edu/jjansen/academic/jansen_MOOCs_active_users.pdf.
29. Wong S. Y., Tee W. J., Lim P. V. Design Model for Integrating Learning Activity Management System (LAMS), Massive Open Online Courses (MOOC) and Flipped Classroom in Taylor’s Integrated MOODLE e-Learning System (TIMeS) // Holistic Education: Enacting Change. Part III. – Singapore: Springer Singapore, 2014. – P. 379-387.
30. Woodgate A., Macleod H., Scott A.-M. et al. Differences in online study behaviour between sub-populations of MOOC learners // Educacion XXI. 2015. Vol. 18, Iss. 2. P. 147-163.
31. Zhu J., Warner J., Gordon M. Toward a domain–specific visual discussion forum for learning computer programming: An empirical study of a popular MOOC forum // Proceedings of the IEEE Symposium on Visual Languages and Human–Centric Computing (VL/HCC '15). – 2015. – P. 101 – 109. URL: http://www.pgbovine.net/publications/computer-programmingMOOC-discussion-forum-design_VLHCC-2015.pdf.
Опубликована
2016-11-25
Как цитировать
ДАЦУН, Наталья Николаевна.
ФОРУМЫ В МАССОВЫХ ОТКРЫТЫХ ОНЛАЙН КУРСАХ.
Современные информационные технологии и ИТ-образование, [S.l.], v. 12, n. 3-1, p. 62-74, nov. 2016.
ISSN 2411-1473. Доступно на: <http://sitito.cs.msu.ru/index.php/SITITO/article/view/45>. Дата доступа: 19 apr. 2024
Раздел
Е-learning, информационные технологии в образовании
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