Chen Pin-Ju, Chen Yang-Hsueh
Teacher Education Center, Ming Chuan University, Taoyuan, Taiwan.
Institute of Teacher Education, National Chengchi University, Taipei, Taiwan.
Front Psychol. 2022 Mar 2;12:670533. doi: 10.3389/fpsyg.2021.670533. eCollection 2021.
Interaction has been regarded as a key design component in online and distance learning. In this study, we convened a student-led, blended mode (face-to-face and online/Facebook discussions) massive open online course (MOOC) study group to facilitate interactions for learning. Multiple data, including voice recordings, one-on-one interviews, video recordings, and artifacts were collected and analyzed to detect patterns of interaction in both face-to-face and online/Facebook settings, as well as student perceptions of the blended MOOC study group. Findings indicated that, overall, the blended mode MOOC study group was helpful for promoting communication, providing help, resolving problems, and exchanging ideas and information among group members. Moreover, face-to-face meetings and online discussions both might have exerted their unique strengths and functions in different learning situations for different learners. We recommend future studies continue to explore the tenability of the blended mode MOOC study group in different contexts, subject areas, and age groups, as well as examining group dynamics and interactions that transform MOOC learning into interactive, motivating, and fulfilling journeys among study group members.
互动被视为在线学习和远程学习的关键设计要素。在本研究中，我们召集了一个由学生主导的混合模式（面对面和在线/脸书讨论）大规模开放在线课程（MOOC）学习小组，以促进学习互动。我们收集并分析了包括录音、一对一访谈、录像和工件在内的多种数据，以检测面对面和在线/脸书环境中的互动模式，以及学生对混合式MOOC学习小组的看法。研究结果表明，总体而言，混合模式的MOOC学习小组有助于促进小组成员之间的交流、提供帮助、解决问题以及交流想法和信息。此外，面对面会议和在线讨论在不同的学习情境中，对不同的学习者可能都发挥了其独特的优势和作用。我们建议未来的研究继续探索混合模式MOOC学习小组在不同背景、学科领域和年龄组中的可行性，以及研究如何通过小组动态和互动，将MOOC学习转变为学习小组成员之间具有互动性、激励性和充实感的学习过程。
