Search results for author:"Kathryn W. Jablokow"
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Exploring the relevance of single-gender group formation: What we learn from a massive open online course (MOOC)
British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 88–100
This paper reports the results of an exploratory study on participants’ perception of the importance of single-gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male...
Exploring the Communication Preferences of MOOC Learners and the Value of Preference-Based Groups: Is Grouping Enough?
Qing Zhang; Kyle L. Peck; Adelina Hristova; Kathryn W. Jablokow; Vicki Hoffman; Eunsung Park; Rebecca Yvonne Bayeck
Educational Technology Research and Development Vol. 64, No. 4 (2016) pp. 809–837
Approximately 10% of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students...