Engaging MOOC Learners as Lifelong Collaborators

Engaging MOOC Learners as Lifelong Collaborators. Brooks, C., Quintana, R., & Liang, H. In Proceedings of the Seventh International Conference on Learning Analytics and Knowledge, of Workshop on Integrated Learning Analytics of MOOCs Post-Course Development, pages 5, Vancouver, BC, March, 2017.

Paper doi abstract bibtex

In this position paper we argue that there exists an unrealized opportunity to integrate MOOC learners as lifelong collaborators in the institutional mission of teaching and research. It is well observed that while many learners sign up for a MOOC course, completion rates are much smaller, owing in part to the variety of the intrinsic motivations of learners. However, some learners not only complete, but re-engage in the course in subsequent offerings. The experience of this type of MOOC learner poses an interesting model for MOOC learner engagement, one that represents a shift from MOOC participant as mentee and learner, to MOOC participant as mentor and educator.

@inproceedings{brooks_engaging_2017,
	address = {Vancouver, BC},
	series = {Workshop on {Integrated} {Learning} {Analytics} of {MOOCs} {Post}-{Course} {Development}},
	title = {Engaging {MOOC} {Learners} as {Lifelong} {Collaborators}},
	url = {https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf},
	doi = {https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf},
	abstract = {In this position paper we argue that there exists an unrealized opportunity to integrate MOOC learners as lifelong collaborators in the institutional mission of teaching and research. It is well observed that while many learners sign up for a MOOC course, completion rates are much smaller, owing in part to the variety of the intrinsic motivations of learners. However, some learners not only complete, but re-engage in the course in subsequent offerings. The experience of this type of MOOC learner poses an interesting model for MOOC learner engagement, one that represents a shift from MOOC participant as mentee and learner, to MOOC participant as mentor and educator.},
	language = {en},
	booktitle = {Proceedings of the {Seventh} {International} {Conference} on {Learning} {Analytics} and {Knowledge}},
	author = {Brooks, Christopher and Quintana, Rebecca and Liang, Hui},
	month = mar,
	year = {2017},
	pages = {5}
}

Downloads: 0

{"_id":"siazHipBBwF43czyY","bibbaseid":"brooks-quintana-liang-engagingmooclearnersaslifelongcollaborators-2017","authorIDs":[],"author_short":["Brooks, C.","Quintana, R.","Liang, H."],"bibdata":{"bibtype":"inproceedings","type":"inproceedings","address":"Vancouver, BC","series":"Workshop on Integrated Learning Analytics of MOOCs Post-Course Development","title":"Engaging MOOC Learners as Lifelong Collaborators","url":"https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf","doi":"https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf","abstract":"In this position paper we argue that there exists an unrealized opportunity to integrate MOOC learners as lifelong collaborators in the institutional mission of teaching and research. It is well observed that while many learners sign up for a MOOC course, completion rates are much smaller, owing in part to the variety of the intrinsic motivations of learners. However, some learners not only complete, but re-engage in the course in subsequent offerings. The experience of this type of MOOC learner poses an interesting model for MOOC learner engagement, one that represents a shift from MOOC participant as mentee and learner, to MOOC participant as mentor and educator.","language":"en","booktitle":"Proceedings of the Seventh International Conference on Learning Analytics and Knowledge","author":[{"propositions":[],"lastnames":["Brooks"],"firstnames":["Christopher"],"suffixes":[]},{"propositions":[],"lastnames":["Quintana"],"firstnames":["Rebecca"],"suffixes":[]},{"propositions":[],"lastnames":["Liang"],"firstnames":["Hui"],"suffixes":[]}],"month":"March","year":"2017","pages":"5","bibtex":"@inproceedings{brooks_engaging_2017,\n\taddress = {Vancouver, BC},\n\tseries = {Workshop on {Integrated} {Learning} {Analytics} of {MOOCs} {Post}-{Course} {Development}},\n\ttitle = {Engaging {MOOC} {Learners} as {Lifelong} {Collaborators}},\n\turl = {https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf},\n\tdoi = {https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf},\n\tabstract = {In this position paper we argue that there exists an unrealized opportunity to integrate MOOC learners as lifelong collaborators in the institutional mission of teaching and research. It is well observed that while many learners sign up for a MOOC course, completion rates are much smaller, owing in part to the variety of the intrinsic motivations of learners. However, some learners not only complete, but re-engage in the course in subsequent offerings. The experience of this type of MOOC learner poses an interesting model for MOOC learner engagement, one that represents a shift from MOOC participant as mentee and learner, to MOOC participant as mentor and educator.},\n\tlanguage = {en},\n\tbooktitle = {Proceedings of the {Seventh} {International} {Conference} on {Learning} {Analytics} and {Knowledge}},\n\tauthor = {Brooks, Christopher and Quintana, Rebecca and Liang, Hui},\n\tmonth = mar,\n\tyear = {2017},\n\tpages = {5}\n}\n\n","author_short":["Brooks, C.","Quintana, R.","Liang, H."],"key":"brooks_engaging_2017","id":"brooks_engaging_2017","bibbaseid":"brooks-quintana-liang-engagingmooclearnersaslifelongcollaborators-2017","role":"author","urls":{"Paper":"https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf"},"downloads":0},"bibtype":"inproceedings","biburl":"https://api.zotero.org/groups/2554149/items?key=LIJbpMnFOlMFWOhvB0IgbufR&format=bibtex&limit=100","creationDate":"2020-10-19T11:55:10.260Z","downloads":0,"keywords":[],"search_terms":["engaging","mooc","learners","lifelong","collaborators","brooks","quintana","liang"],"title":"Engaging MOOC Learners as Lifelong Collaborators","year":2017,"dataSources":["BxTs4dXArXHzHDKT6"]}