@inproceedings{brooks_learn_2015,
	address = {Vancouver, BC},
	series = {L@{S} '15},
	title = {Learn {With} {Friends}: {The} {Effects} of {Student} {Face}-to-{Face} {Collaborations} on {Massive} {Open} {Online} {Course} {Activities}},
	isbn = {978-1-4503-3411-2},
	shorttitle = {Learn {With} {Friends}},
	url = {http://doi.org/10.1145/2724660.2728667},
	doi = {10.1145/2724660.2728667},
	abstract = {This 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.},
	urldate = {2020-09-23},
	booktitle = {Proceedings of the {Second} (2015) {ACM} {Conference} on {Learning} @ {Scale}},
	publisher = {Association for Computing Machinery},
	author = {Brooks, Christopher and Stalburg, Caren and Dillahunt, Tawanna and Robert, Lionel},
	month = mar,
	year = {2015},
	keywords = {blended learning, collaboration, mooc, social learning, student success},
	pages = {241--244}
}

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