Understanding the Roles of Personalization and Social Learning in a Language MOOC Through Learning Analytics

Authors

  • Napat Jitpaisarnwattana King Mongkut's University of Technology Thonburi
  • Hayo Reinders King Mongkut's University of Technology Thonburi
  • Pornapit Darasawang King Mongkut's University of Technology Thonburi

DOI:

https://doi.org/10.24059/olj.v25i4.2509

Keywords:

Language MOOCs, Personalisation, Social Learning, Learning analytics

Abstract

In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. However, experiences and research have shown MOOCs to suffer from several challenges. Chief among these have been low participation and completion rates, which are often attributed to limitations in how opportunities for personalisation and social interaction are implemented. For the current study, a dedicated LMOOC was designed and implemented, called the “Social and Personal Online Language Course (SPOLC).” This language learning environment incorporates a recommendation system and emphasizes personalisation and social interaction. The study identified the types of learning behaviour that were related to course completion and observed how 270 learners in the LMOOC used the various course features. The data were collected using learning analytical methods and analysed using binary logistic regression and feature extraction prediction model. The results demonstrated that working in groups and creating a learning plan were important factors associated with course completion, while interacting with other learners online was not. We conclude with several suggestions and implications for future LMOOC design, implementation, and research.   

Author Biographies

Napat Jitpaisarnwattana, King Mongkut's University of Technology Thonburi

Napat Jitpaisarnwatta (www.digital-elt.org) is a PhD candidate in Applied Linguistics at King Mongkut's University of Technology Thonburi and a lecturer of English at Silpakorn University in Thailand. His research interests are MOOCs, learning analytics, educational data mining, digital literacies and computer-assisted langauge learning.   

Hayo Reinders, King Mongkut's University of Technology Thonburi

Hayo Reinders (www.innovationinteaching.org) is TESOL Professor and Director of the doctoral programme at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT in Thailand. He is founder of the global Institute for Teacher Leadership and editor of Innovation in Language Learning & Teaching.  

Pornapit Darasawang, King Mongkut's University of Technology Thonburi

Dr. Pornapit Darasawang is an Associate Professor in Applied Linguistics and Vice President for
Internationalisation at King Mongkut’s University of Technology Thonburi (KMUTT). She is
also a Director of Studies of the PhD programme. Her areas of interest are learner autonomy,
learner training, and how students learn. She has publications both in the journals and in the
books in those areas and also in language learning policy.

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Published

2021-12-01

Issue

Vol. 25 No. 4 (2021)

Section

Section II

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