Drawing micro learning into MOOC: using fragmented pieces of time to enable effective entire course learning experiences

Sun, Geng and Cui, Tingru and Shen, Jun and Yong, Jianming and Chen, Shiping (2015) Drawing micro learning into MOOC: using fragmented pieces of time to enable effective entire course learning experiences. In: 19th IEEE International Conference on Computer Supported Cooperative Work in Design (CSCWD 2015), 06-08 May 2015, Calabria, Italy.

Abstract

Recently the massive open online course (MOOC) is an emerging trend that attracts many educators' and researchers' attentions. Based on our pilot study focusing on the development and operation of MOOC in Australia, we found MOOC is featured with mastery learning and blended learning, but it suffers from low completion rates. Brining micro learning into MOOC can be a feasible solution to improve current MOOC delivery and learning experience. We design a system which aims to provide adaptive micro learning contents as well as learning path identifications customized for each individual learner. To investigate how micro learning can impact learning experience and knowledge acquisitions of learners participated in MOOC, we suggest a potential scheme including hypotheses to evaluate our proposed approach.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: All rights reserved. Copyright ©2015 IEEE. Abstracting is permitted with credit to the source.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Management and Enterprise
Date Deposited: 27 Jun 2016 03:21
Last Modified: 02 Sep 2016 05:15
Uncontrolled Keywords: MOOC; mastery learning; blended learning; micro learning; resource adaptation
Fields of Research : 08 Information and Computing Sciences > 0806 Information Systems > 080612 Interorganisational Information Systems and Web Services
Identification Number or DOI: 10.1109/CSCWD.2015.7230977
URI: http://eprints.usq.edu.au/id/eprint/28473

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