Designing MOOCs as Interactive Places for Collaborative Learning

Abstract

The Massive Open Online Course (MOOC) paradigm has developed rapidly and achieved significant attention from a broad range of populations. However, many people who enroll in MOOCs do not have successful learning experiences. For example, some studies suggest that the relatively weak feelings of community and meager opportunities for collaboration may be contributing to a high dropout rate in MOOCs. In light of such problems, we are exploring new design features that could support enhanced social interactions, collaborative learning and feelings of community. We present our design ideas through a set of activity design scenarios, along with an analysis of possible benefits and negative consequences of our design.