Emotive Vocabulary in MOOCs: Context & Participant Retention
ARTICLE
Apostolos Koutropoulos, Michael Sean Gallagher, Sean C. Abajian, Inge de Waard, Rebecca Joanne Hogue, Nilgun Ozdamar Keskin, C Osvaldo Rodriguez
European Journal of Open, Distance and E-Learning Volume 1, ISSN 1027-5207
Abstract
Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning. This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn't able to...). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC. (Contains 5 figures and 4 endnotes.)
Citation
Koutropoulos, A., Gallagher, M.S., Abajian, S.C., de Waard, I., Hogue, R.J., Keskin, N.O. & Rodriguez, C.O. (2011). Emotive Vocabulary in MOOCs: Context & Participant Retention. European Journal of Open, Distance and E-Learning, 1,. Retrieved May 29, 2023 from https://www.learntechlib.org/p/73817/.

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
MOOCs for language learning. Reality and prospects.
Panagiotis Panagiotidis, Aristotle University of Thessaloniki, Greece
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 540–546
-
A Systematic Review of MOOC Research Methods and Topics: Comparing 2014-2016 and 2016-2017
Meina Zhu, Annisa Sari & Curtis Bonk, Indiana University, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1673–1682
-
A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
Silvia Gallagher & Ciaran Wallace, The University of Dublin, Trinity College
The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)
-
Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)
Aras Bozkurt & Ela Akgn-zbek, Anadolu University; Olaf Zawacki-Richter, Carl von Ossietzky University of Oldenburg
The International Review of Research in Open and Distributed Learning Vol. 18, No. 5 (Aug 15, 2017)
-
MOOCs: A systematic study of the published literature 2008-2012
Tharindu Liyanagunawardena, University of Reading; Andrew Adams, Meiji University, Tokyo, Japan; Shirley Williams, University of Reading
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 202–227
-
The concept of openness behind c and x-MOOCs (Massive Open Online Courses)
Osvaldo Rodriguez, Universidad del CEMA, Ciudad de Buenos Aires
Open Praxis Vol. 5, No. 1 (Jan 14, 2013) pp. 67–73
-
MOOCs Deconstructed: Variables that Affect MOOC Success Rates
Christiane Reilly, University of Minnesota, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1308–1338
-
Designing a Mathematics-for-All MOOC
George Gadanidis, Faculty of Education, University of Western Ontario, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 704–710
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.