TY - GEN
T1 - Enhancing Educators' Social Presence in MOOCs
T2 - 2019 IEEE Learning With MOOCS, LWMOOCS 2019
AU - Arima, Shun
AU - Miyakita, Goki
AU - Yasui, Motoki
AU - Okawa, Keiko
N1 - Publisher Copyright:
© 2019 IEEE.
PY - 2019/10
Y1 - 2019/10
N2 - This paper discusses the design of a video blog to enhance the social presence of educators in MOOCs. Social presence is considered to be one of the critical factors in education, and MOOCs are no exception. However, in the most existing MOOCs, educators' social presence is limited due to its predefined, linear course structure, as well as text-based semi-synchronous conversation. Hence, this research proposes a daily video blog, which focuses on presenting: 1) Educators Biography; educators' background and experience in the subject area, 2) Educators Feedback; educators' response to learners' questions raised in the course, and 3) Educators Discussion; educators' debate on the latest trends surrounding the course topicto further augment educators' social presences. This paper studies the computer science course of FutureLearn which was conducted in October 2018 and April 2019. A series of short videos were uploaded per day on YouTube and shared with learners alongside the four weeks course. Through observing educators and learners' behavior, as well as conducting interviews with learners, the findings suggest a positive impact of a video blog on enhancing educators' social presence and further opens up new possibilities and new ways in designing MOOCs.
AB - This paper discusses the design of a video blog to enhance the social presence of educators in MOOCs. Social presence is considered to be one of the critical factors in education, and MOOCs are no exception. However, in the most existing MOOCs, educators' social presence is limited due to its predefined, linear course structure, as well as text-based semi-synchronous conversation. Hence, this research proposes a daily video blog, which focuses on presenting: 1) Educators Biography; educators' background and experience in the subject area, 2) Educators Feedback; educators' response to learners' questions raised in the course, and 3) Educators Discussion; educators' debate on the latest trends surrounding the course topicto further augment educators' social presences. This paper studies the computer science course of FutureLearn which was conducted in October 2018 and April 2019. A series of short videos were uploaded per day on YouTube and shared with learners alongside the four weeks course. Through observing educators and learners' behavior, as well as conducting interviews with learners, the findings suggest a positive impact of a video blog on enhancing educators' social presence and further opens up new possibilities and new ways in designing MOOCs.
KW - MOOCs
KW - Relationship between Educator and Learner
KW - Social Presence
KW - Videos in MOOCs
KW - learning experience
UR - http://www.scopus.com/inward/record.url?scp=85078045050&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85078045050&partnerID=8YFLogxK
U2 - 10.1109/LWMOOCS47620.2019.8939653
DO - 10.1109/LWMOOCS47620.2019.8939653
M3 - Conference contribution
AN - SCOPUS:85078045050
T3 - Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019
SP - 36
EP - 41
BT - Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 23 October 2019 through 25 October 2019
ER -