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Being social or social learning: A sociocultural analysis of the FutureLearn MOOC platform

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Being social or social learning : A sociocultural analysis of the FutureLearn MOOC platform. / Tubman, Philip; Oztok, Murat; Benachour, Phillip.

2016.

Research output: Contribution to conference - Without ISBN/ISSN Posterpeer-review

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@conference{aaadbaf6b9cf41b8b4df59e86d90d2a9,
title = "Being social or social learning: A sociocultural analysis of the FutureLearn MOOC platform",
abstract = "MOOC environments seem to offer massive potential for social learning. However, MOOC environments have unique challenges for pedagogy which are not present in other socio-constructivist learning environments: the scale and diversity of participation. Many points of view are accessible, but few means of filtering. This paper examines interaction data from several MOOCs. Interaction data is an indicator for depth of learning in the sociocultural sense. Most conversations are seen to have surface level interactions. Platform and pedagogy affordances are suggested that may help deal with this. ",
keywords = "MOOC, Social Learning, Vygotsky, End User Development Environments",
author = "Philip Tubman and Murat Oztok and Phillip Benachour",
year = "2016",
month = jul,
day = "22",
language = "English",

}

RIS

TY - CONF

T1 - Being social or social learning

T2 - A sociocultural analysis of the FutureLearn MOOC platform

AU - Tubman, Philip

AU - Oztok, Murat

AU - Benachour, Phillip

PY - 2016/7/22

Y1 - 2016/7/22

N2 - MOOC environments seem to offer massive potential for social learning. However, MOOC environments have unique challenges for pedagogy which are not present in other socio-constructivist learning environments: the scale and diversity of participation. Many points of view are accessible, but few means of filtering. This paper examines interaction data from several MOOCs. Interaction data is an indicator for depth of learning in the sociocultural sense. Most conversations are seen to have surface level interactions. Platform and pedagogy affordances are suggested that may help deal with this.

AB - MOOC environments seem to offer massive potential for social learning. However, MOOC environments have unique challenges for pedagogy which are not present in other socio-constructivist learning environments: the scale and diversity of participation. Many points of view are accessible, but few means of filtering. This paper examines interaction data from several MOOCs. Interaction data is an indicator for depth of learning in the sociocultural sense. Most conversations are seen to have surface level interactions. Platform and pedagogy affordances are suggested that may help deal with this.

KW - MOOC

KW - Social Learning

KW - Vygotsky

KW - End User Development Environments

M3 - Poster

ER -