Patterns of engagement in connectivist MOOCs

By Colin D. Milligan, Allison H. Littlejohn, Anoush Margaryan. 2013

405 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9b8f37f6573c093b55588185dd1c486fa2465c1b

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Citations in the corpus

Demographic differences in how students navigate through MOOCs (2014, background): “The research community is currently studying two main types of MOOCs: cMOOCs take a connectivist approach to teaching, emphasizing peer-based social learning and knowledge generation [6, 19].”
Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores (2018, background): “Some previous studies have also investigated student engagement using log data [46, 47].”
The role of students' motivation and participation in predicting performance in a MOOC (2016, background): “Moreover, Milligan, Littlejohn, and Margaryan (2013) have shown the importance of motivation for MOOC engagement in their research.”
Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review (2017, methodology): “…to the peer review approach, EdX uses an Automated Essay Scoring (AES) system trained on instructor-scored student essays to grade freeform answers (Mitros et al. 2013). in general, however, AES is not yet able to predict human scores for writing more complex than short essays with very specific…”
Predictors of Retention and Achievement in a Massive Open Online Course (2015, background): “MOOCs are one of the latest digital initiatives purported to have the potential to revolutionize education (Milligan et al., 2013), but there exists little research on how learners persist and achieve in these courses.”