“Learner revisitation of the same MOOC: formative feedback and its impact” at the Virtual FLAN Meeting: 24.08.21

Although the goal of this research was to investigate enrolment data, learner activity data and themes identified from comments made by revisiting learners between 2015 and 2020 to identify the factors that contribute to learners revisiting a MOOC, this presentation will focus on the contribution that formative feedback made to learner revisiting.

Our course could be your life(style): Tales of MOOC revisiting learners 2015-2020

Abstract Many studies have identified crucial factors that impact learner engagement in online courses, particularly free to join courses like MOOCs and have explored aspects of openness, freeness, production values, retention strategies and the impact of MOOCs on digital teaching and learning, but little has been said about learners who continue to revisit the same MOOC, their intention to revisit and then their behaviour when actually revisiting. This study explored the unique learner cohort of an open-ended skills-based MOOC and through the analysis of learner comments, it examined the behaviour,…

Digital learning intervention plan for a 6 credit point postgraduate Mindfulness ‘Train-the-Trainer’ program

Context and cohort Mindfulness, in its simplest and most universal sense, is a mental discipline that involves training attention (Hassed, n.d). Mindfulness is also about intentionally paying attention to whatever you’re doing and what’s happening around you, which as a practice, can result in improvements to cognitive and academic performance, health and wellbeing and improved relationships. Deliberately paying attention is important, and as research by Sheline, Barch, Price, Rundle, Vaishnavi, Snyder, and Raichle (2009) and Broyd, Demanuele, Debener, Helps, James, and Sonuga-Barke (2009) suggests, when we’re not paying deliberate attention…

Literature review: They always come: An assessment of pedagogical dimensions, or combinations of, that could possibly contribute to repeated participation by learners in an online course over multiple instances

Introduction Since their emergence in the mid-2000s, massive open online courses (MOOC) have been predicated on making learning available to everyone, and at scale. While the use of instructional video by educators isn’t new to face-to-face or online learning experiences, it does serve as a critical and primary means of content delivery in a MOOC. Much effort has been spent analysing data generated by MOOC participants (eg., Guo, Kim & Rubin, 2014; Savage, 2009; Wang, 2017) to determine if video production methods, format, style, type or even duration has the…

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