Abstract
This study presents the design, implementation and evaluation of several intervention strategies to address orchestration challenges associated with scripted collaborative learning activities in Massive Open Online Courses (MOOCs). The interventions are based on artificially simulated students and teachers. Findings of pilot studies conducted in real-world contexts revealed that the proposed interventions facilitate collaboration orchestration in MOOCs and help to trigger beneficial collaboration interactions among students.
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References
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Acknowledgments
This work has been partially funded by FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities MDM-2015-0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R and “la Caixa Foundation” (CoT project, 100010434). DHL is a Serra Húnter Fellow.
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Amarasinghe, I., Hernández-Leo, D. (2019). Adaptive Orchestration of Scripted Collaborative Learning in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_46
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DOI: https://doi.org/10.1007/978-3-030-29736-7_46
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