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Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities

dc.contributor.authorBrooks, Christopher
dc.contributor.authorStalburg, Caren
dc.contributor.authorDillahunt, Tawanna
dc.contributor.authorRobert, Lionel
dc.date.accessioned2015-12-22T13:48:35Z
dc.date.available2015-12-22T13:48:35Z
dc.date.issued2015-03-14
dc.identifier.citationBrooks, C., Stalburg, C., Dillahunt, T., & Robert, L. (2015, March). Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities. In Proceedings of the Second (2015) ACM Conference on Learning@ Scale (pp. 241-244). ACM.en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/116274
dc.description.abstractThis work investigates whether enrolling in a Massive Open Online Course (MOOC) with friends or colleagues can improve a learner’s performance and social interaction during the course. Our results suggest that signing up for a MOOC with peers correlates positively with the rate of course completion, level of achievement, and discussion forum usage. Further analysis seems to suggest that a learner’s interaction with their friends compliments a MOOC by acting as a form of self-blended learning.en_US
dc.language.isoen_USen_US
dc.subjectMOOCen_US
dc.subjectMassive Open Online Courseen_US
dc.subjectlearningen_US
dc.subjectonline learningen_US
dc.subjectdistance educationen_US
dc.subjectstudent successen_US
dc.subjectblended learningen_US
dc.subjectcollaborationen_US
dc.titleLearn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activitiesen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelInformation and Library Science
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumInformation, School ofen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/116274/1/Brooks et al. 2015.pdf
dc.identifier.doihttp://dx.doi.org/10.1145/2724660.2728667
dc.identifier.sourceL@S '15 Proceedings of the Second (2015) ACM Conference on Learning @ Scaleen_US
dc.owningcollnameInformation, School of (SI)


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