In MOOCs, both instructors and students invest substantial effort into discussion forums. However, those discussions are abandoned when instructors start a new session in session-based courses. In an observational field study through a popular online Coursera course, we evaluate an approach that directly embeds high-value past discussion threads into future lecture videos to reuse them. Survey feedback shows that this approach can be useful to a large proportion of learners. We find that instructor involvement increases learners' chance of reading the threads, reduces learners' negative reactions, but is not associated with more perceived usefulness. Learners perceive enhancing threads embedded in the middle of videos less enhancing but more explanatory compared with at the end. Embedding explanatory threads at the end is rated less distracting and more helpful to understand the video compared with in the middle, right after the related content is lectured.
|Original language||English (US)|
|Title of host publication||L@S 2017 - Proceedings of the 4th (2017) ACM Conference on Learning at Scale|
|Publisher||Association for Computing Machinery, Inc|
|Number of pages||4|
|State||Published - Apr 12 2017|
|Event||4th Annual ACM Conference on Learning at Scale, L@S 2017 - Cambridge, United States|
Duration: Apr 20 2017 → Apr 21 2017
|Name||L@S 2017 - Proceedings of the 4th (2017) ACM Conference on Learning at Scale|
|Other||4th Annual ACM Conference on Learning at Scale, L@S 2017|
|Period||4/20/17 → 4/21/17|
Bibliographical noteFunding Information:
This work was supported by NSF IIS-1319382. We thank all Coursera learners who participated in our study.
- Computer supported collaborative learning