Scaffolding Social Presence in MOOCs
Dilrukshi Gamage,
EdArXiv,
Jul 20, 2021
This paper (11 page PDF) describes a framework to encourage interactivity and participation in a MOOC and is based on a study at a university in Sri Lanka. The mechanisms proposed - clustering, orienting, focusing and networking - will sound familiar to long-time MOOC watchers, echoing as they do Dave Cormier's stages for success in a MOOC. But there are important differences. Dilrukshi Gamage changes the order, beginning with clustering instead of orienting. More significantly, there's much more of an emphasis on commonality and coordination (see especially the definition of 'focus', which is essentially community moderation) than in Cormier's work. If I had to characterize the Gamage model, I'd say it's "create a group, then take a MOOC together". See also: Gamage and Whiting, Together we learn better: leveraging communities of practice for MOOC learners.
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