short-paper

How do you connect?: analysis of social capital accumulation in connectivist MOOCs

Authors:

Srećko Joksimović,

Oleksandra Skrypnyk,

Vitomir Kovanović,

Dragan Gašević,

Arthur C. GraesserAuthors Info & Claims

LAK '15: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge

Pages 64 - 68

https://doi.org/10.1145/2723576.2723604

Published: 16 March 2015 Publication History

Abstract

Connections established between learners via interactions are seen as fundamental for connectivist pedagogy. Connections can also be viewed as learning outcomes, i.e. learners' social capital accumulated through distributed learning environments. We applied linear mixed effects modeling to investigate whether the social capital accumulation interpreted through learners' centrality to course interaction networks, is influenced by the language learners use to express and communicate in two connectivist MOOCs. Interactions were distributed across the three social media, namely Twitter, blog and Facebook. Results showed that learners in a cMOOC connect easier with the individuals who use a more informal, narrative style, but still maintain a deeper cohesive structure to their communication.

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Cited By

Oh HLiu ZXing W(2025)Do Actions Speak Louder Than Words? Unveiling Linguistic Patterns in Online Learning Communities Using Cross Recurrence Quantification AnalysisProceedings of the 15th International Learning Analytics and Knowledge Conference10.1145/3706468.3706569(992-998)Online publication date: 3-Mar-2025
https://dl.acm.org/doi/10.1145/3706468.3706569
Liu LLuo YYin N(2023)Does Review Replying Matter? Influence of online course eWOM on learning satisfactionEducation and Information Technologies10.1007/s10639-023-11680-128:12(15469-15496)Online publication date: 29-Apr-2023
https://doi.org/10.1007/s10639-023-11680-1
Dron JAnderson T(2023)Pedagogical Paradigms in Open and Distance EducationHandbook of Open, Distance and Digital Education10.1007/978-981-19-2080-6_9(147-163)Online publication date: 1-Jan-2023
https://doi.org/10.1007/978-981-19-2080-6_9
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Index Terms

How do you connect?: analysis of social capital accumulation in connectivist MOOCs
1. Applied computing
  1. Education
    1. Distance learning
    2. E-learning

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cover image ACM Other conferences

LAK '15: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge

March 2015

448 pages

ISBN:9781450334174

DOI:10.1145/2723576

Conference Chairs:
Josh Baron
Marist College
,
Grace Lynch
SoLAR
,
Nicole Maziarz
Marist College
,
Program Chairs:
Paulo Blikstein
Stanford University
,
Agathe Merceron
Beuth University of Applied Sciences Berlin
,
George Siemens
University of Texas at Arlington

Copyright © 2015 ACM.

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Published: 16 March 2015

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LAK '15

LAK '15: the 5th International Learning Analytics and Knowledge Conference

March 16 - 20, 2015

New York, Poughkeepsie

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LAK '15 Paper Acceptance Rate 20 of 74 submissions, 27%;

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Cited By

Oh HLiu ZXing W(2025)Do Actions Speak Louder Than Words? Unveiling Linguistic Patterns in Online Learning Communities Using Cross Recurrence Quantification AnalysisProceedings of the 15th International Learning Analytics and Knowledge Conference10.1145/3706468.3706569(992-998)Online publication date: 3-Mar-2025
https://dl.acm.org/doi/10.1145/3706468.3706569
Liu LLuo YYin N(2023)Does Review Replying Matter? Influence of online course eWOM on learning satisfactionEducation and Information Technologies10.1007/s10639-023-11680-128:12(15469-15496)Online publication date: 29-Apr-2023
https://doi.org/10.1007/s10639-023-11680-1
Dron JAnderson T(2023)Pedagogical Paradigms in Open and Distance EducationHandbook of Open, Distance and Digital Education10.1007/978-981-19-2080-6_9(147-163)Online publication date: 1-Jan-2023
https://doi.org/10.1007/978-981-19-2080-6_9
Khalil MEbner M(2023)What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?Learning, Design, and Technology10.1007/978-3-319-17461-7_3(3731-3760)Online publication date: 15-Oct-2023
https://doi.org/10.1007/978-3-319-17461-7_3
Dron JAnderson T(2022)Pedagogical Paradigms in Open and Distance EducationHandbook of Open, Distance and Digital Education10.1007/978-981-19-0351-9_9-1(1-17)Online publication date: 10-Apr-2022
https://doi.org/10.1007/978-981-19-0351-9_9-1
Miller-Lewis LLewis TTieman JRawlings DParker DSanderson C(2021)Words describing feelings about death: A comparison of sentiment for self and others and changes over timePLOS ONE10.1371/journal.pone.024284816:1(e0242848)Online publication date: 6-Jan-2021
https://doi.org/10.1371/journal.pone.0242848
Gamage D(2021)Scaffolding Social Presence in MOOCsProceedings of the Asian CHI Symposium 202110.1145/3429360.3468198(140-145)Online publication date: 8-May-2021
https://dl.acm.org/doi/10.1145/3429360.3468198
Shao YZhang JCostello EBrown M(2020)Public perceptions towards MOOCs on social media: an alternative perspective to understand personal learning experiences of MOOCsInteractive Learning Environments10.1080/10494820.2020.179941331:2(670-682)Online publication date: 3-Aug-2020
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Pala FErdem M(2020)Development of a participation style scale for online instructional discussionsEducational Technology Research and Development10.1007/s11423-020-09817-x68:6(3213-3233)Online publication date: 12-Aug-2020
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Fincham EWhitelock-Wainwright AKovanović VJoksimović Svan Staalduinen JGašević DHsiao SCunningham JMcCarthy KLynch GBrooks CFerguson RHoppe U(2019)Counting Clicks is Not EnoughProceedings of the 9th International Conference on Learning Analytics & Knowledge10.1145/3303772.3303775(501-510)Online publication date: 4-Mar-2019
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