Intentional Noticings: How Intentions Shape Perceptions of Learning in MOOCs

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-2 - Emerging Technology Environments for Learning

Abstract

Recently, researchers have argued for a conceptualization of MOOC completion that considers learners’ intent to complete (DeBoer, et al, 2014; Koller, et al, 2013). A focus on intention overlooks the role of engagement in completion. This study examines the relationship between learners’ intentions and perceptions to better understand engagement in MOOCs. Using survey data, the authors analyze learners “noticings” (Sherin, 2007) by level of intentionality. The authors find patterns in what learners observed regardless of intentionality. They found differences, however, in learners’ ability to discuss noticings. These findings direct MOOC designers to use the detailed feedback from learners with the greatest intentionality to efficiently improve engagement for all learners.

Authors

• Kimberly Austin, Center for Public Research and Leadership, Columbia University

• Cristina Lamas, Relay Graduate School of Education