Assessing critical thinking in moo cs preliminary proposal 201309
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This document discusses a study assessing critical thinking skills in MOOCs through content analysis and social network analysis. The study aims to determine if results from these two methods are highly related. It will analyze discussion data from the learning management systems of several MOOCs to examine levels of critical thinking and how interaction in discussions relates to knowledge construction. The researcher assumes more interaction leads to higher critical thinking and that measures from social network analysis will highly correlate with critical thinking levels from content analysis. Limitations include only analyzing LMS discussions, convenience sampling, and a small sample size of 2-3 MOOCs.
Assessing critical thinking in moo cs preliminary proposal 201309
- 1. Su-Tuan Lulee September 1st, 2013 Assessing Critical Thinking in Massive Open Online Courses(MOOCs): The Relationship Between Content Analysis & Social Network Analysis
- 2. • MOOC is an emerging form of education and has been placed in wide context of open education recently. However, the nature of emergent, fragmented, diffuse, and diverse nature of MOOCs make educators question about “To what extent students of MOOCs have demonstrated critical thinking skills?” • How can content analysis and social network help with answering the question? Do the results of these two methods highly related to each other? Problem
- 3. • Setting: Adult open online learning Context
- 4. • To investigate whether or not the analysis results from two research methods – content analysis and social analysis highly related to each other. Purpose
- 5. • Critical thinking is important for knowledge construction in education. • The interaction in group discussions is the visual evidence of critical thinking. More interaction leads to higher levels of knowledge construction. • Content analysis and social network analysis are both effective tools for investigating student critical thinking. Levels of critical thinking in MOOCs should highly relate to the centrality measures of social networks. Assumption
- 6. • Research tools: content analysis (Atlas.ti), social network analysis (NodeX/SNAPP), and Spearman’s correlations. • Samples: – participants > 300 per MOOC – main discussions took place in an LMS (Canvas) • Procedure: collect discussion data → Excel → Content analysis/SNA → Correlation analysis Methodology
- 7. • To what extent students of MOOCs have demonstrated critical thinking skills? • How can content analysis and social network help with answering the question? • Do the results of these two methods highly related to each other? Research Questions
- 8. • MOOC have been adopted widely in higher education however academic research on MOOCs is limited currently. • Due to the massive learners of MOOCs, the educators will rely heavily on learning analysis technique to support their decisions on next-step instructional intervention, and the curriculum design in the near future. It is necessary to validate the various existing measurements. Significance of the Study
- 9. • Generalizability: – Focus on discussions on LMS only – convenience sampling – small sample size (only 2-3 MOOCs will be analyzed) Limitation