You Do, I Follow? Learners’ Perceived Learning Process on Online Social Network

ID: 53681 Type: Roundtable
  1. Jun Fang, Purdue University, United States

Wednesday, October 17 3:00 PM-4:00 PM

Presider:
Anne Montgomery, University of Phoenix, United States

This article examines learners learning process through the lens of the four conditions of Bandura’s traditional social learning theory (1971)—attention, retention, reproduction and motivation, on a Mooc platform with prevalent online socialization features. A two-week short course - Project Time Management course was hosted on the Mooc platform. 6,567 learners were registered for this course, of which 26% (1,671) were from the United Kingdom, and 4% (289) were from the United States. Of all the registered learners, 4, 316 (65.7%) were identified as learners. In order to collect information pertaining online social learning process from the sample population, a post survey was conducted at the end of the course. The data from this study provided little evidence that learners had higher level of perceived attention, retention, reproduction, or motivation in the social network featured learning activities. In an online social learning environment, it appeared that learners had clear vision of what learning activities to participate in. Social networking features had very limited impact on their choice of learning activities.

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