The Nature and Level of Interaction in a Large-, Open-Enrollment Chemistry Course

• In Event: DDL - Role Play, Interaction, & Discussion

Short Description

MOOCs have been discussed as one way to bridge the educational inequality gap. However, little is known about the degree to which learning occurs in these settings. Using the Interaction Analysis Model (Gunawardena et al, 1997), analysis of a MOOC chemistry course suggests lower levels of interaction. Moreover, the results suggest that the MOOC suffered from high rates of learner attrition, which may have impacted the collaboration. Implications for the future of MOOCs are discussed.

Authors

• Andrew Tawfik, Northern Illinois University

• Anilla Gill, Northern Illinois University

• Chenda Hong, Northern Illinois University

• Xiaoshu Zhou, Northern Illinois University

• Todd Reeves, Northern Illinois University

• Amy Stich, Northern Illinois University

• Irfan Simsek, Istanbul University