Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network

Aras Bozkurt, Sarah Honeychurch, Autumm Caines, Maha Bali, Apostolos Koutropoulos, Dave Cormier, Turkish Online Journal of Distance Education, Jan 14, 2017
Commentary by Stephen Downes
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The difference between the research we see in a connectivist MOOC (cMOOC) and those offered by Coursea, Udacity, etc. (xMOOC) is striking, and nowhere better exemplified by this detailed diagram we see in this paper. The best we get from the xMOOCs are demographics and completion rates. Here we get visible evidence of interactivity and social presence. The authors actually call for similar research to be undertaken for xMOOCs. The authors argue "cognitive presence has a critical function for meaningful learning experiences" and report "findings that reveals (sic) high cognitive presence, higher order learning skills and low dropout/high completion rate (in cMOOCs) when compared to other MOOCs." Note: found via OERCommons, which reports the author as 'Anonymous', which is an injustice to the actual authors.

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