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Self-directed informal learning
in FutureLearn MOOCs:
methods & main findings
Inge de Waard, Agnes Kukulska-Hulme, Mike Sh...
FutureLearn start
• Known: online learning, enrolled students, adult learners
• Unknown: actual FutureLearn experience
Dif...
Exploring: avoiding assumptions
• Quantitative research: premise, hypothesis
• Questions risk guided by premise. Premise w...
FL-learning experience: data collection
Expectations
(pre-course)
Experiences
(self-reported
Learning logs)
Reflections
(o...
Morse, J. M., Stern, P. N., Corbin, J., Bowers, B., Clarke, A. E., & Charmaz, K. (2009).
Developing grounded theory: The s...
Selecting target population
• Methodologic rigour: qualitative GT sample at least 12 learners (52 learners)
• Adult learne...
Selecting courses
Science of Medicines:
diabetes, heart,
depression (Monash
Uni, Australia)
Decision Making in a
Complex a...
Data collection
• Pre: online survey: background information & selection
• During: self-reported learning logs: 2 per ‘lea...
Investigating
What comprises the informal learning journey of experienced, adult
online learners engaging in individual an...
Data analysis
• Open coding, line-by-line coding (verify categories), focused coding =>
theoretically saturate core concep...
Emerging data (DeDoose)
Memo’s making sense
Self-directed Informal Learning experience:
5 components, 2 key inhibitors/enablers
Intrinsic
Motivation &
Personal
Learni...
Individual characteristics
• Motivation: choosing a course, personal and/or professional reasons
for completing learning e...
Technical & media elements affecting learning
• Devices used for learning
• FutureLearn course & media elements
• Learning...
Individual & Social learning
• Individual learning actions
• Social learning: connecting and sharing: looking for answers ...
Organising learning
• Personal goal setting: range of personal learning goals, selecting content,
curated content benefit,...
Context
• Contextualizing content
• Proximity to context as motivator
• Peers and context
Future research
Personalised learning
• Impact of generic assignments, enabling learners to fit the assignment to their co...
Gratitude for ongoing wisdom & guidance
My two inspiring supervisors
• Mike Sharples
• Agnes Kukulska-Hulme
Questions? Remarks? Contact? …
21
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitte...
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Informal self-directed learning in FutureLearn MOOCs

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This presentation gives a brief overview of the findings and used methods to come to an understanding of how experienced online learners self-direct their informal learning inside FutureLearn MOOCs. The presentation is part of the FutureLearn Network presentations given during the CALRG 2016 conference.

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Informal self-directed learning in FutureLearn MOOCs

  1. 1. Self-directed informal learning in FutureLearn MOOCs: methods & main findings Inge de Waard, Agnes Kukulska-Hulme, Mike Sharples
  2. 2. FutureLearn start • Known: online learning, enrolled students, adult learners • Unknown: actual FutureLearn experience Different Learning: from formal to informal, from mandatory to voluntary
  3. 3. Exploring: avoiding assumptions • Quantitative research: premise, hypothesis • Questions risk guided by premise. Premise wrong, results wrong • Qualitative research: exploration => avoid assumptions • Memo-writing, data analysis iteration, conscious interpretation
  4. 4. FL-learning experience: data collection Expectations (pre-course) Experiences (self-reported Learning logs) Reflections (one-on-one interviews)
  5. 5. Morse, J. M., Stern, P. N., Corbin, J., Bowers, B., Clarke, A. E., & Charmaz, K. (2009). Developing grounded theory: The second generation (developing qualitative inquiry), p. 17. Glaser & Strauss Discovery (1967) Glaser (1987) Theoretical Sensitivity Glaser (1992, 1994, 1996, 1998, 2001, 2003, 2005, 2006) Glaserian GT Stern (1995) Charmaz (2000, 2006, [2014]) Constructivist GT Strauss (1987) Qualitative analysis Straussian GT Strauss Glaser Clark (2003, 2005, 2008) Situational analysis Strauss & Corbin (1990, 1998) Corbin & Strauss (2008) Schatzman (1991) Dimensional analysis Bower (1987) Caron & Bower (2000) Bower & Schatzman (2009)
  6. 6. Selecting target population • Methodologic rigour: qualitative GT sample at least 12 learners (52 learners) • Adult learners => experienced adult learners (avoid novelty remarks) • At least 3 years of online learning experience
  7. 7. Selecting courses Science of Medicines: diabetes, heart, depression (Monash Uni, Australia) Decision Making in a Complex and Uncertain World: economy and networks (Uni Groningen, Netherlands) Basic Science: Understanding Experiments (OU, United Kingdom) Different courses to obtain cross-course findings
  8. 8. Data collection • Pre: online survey: background information & selection • During: self-reported learning logs: 2 per ‘learning week’ • Post: one-on-one structured interviews
  9. 9. Investigating What comprises the informal learning journey of experienced, adult online learners engaging in individual and/or social self-directed learning using any device to follow a FutureLearn MOOC? • Which individual characteristics influence the learning experience? • What are the technical and media elements influencing the learning experience? • How does individual and social learning affect the participants’ learning? • Which actions (if any) did the learners undertake to organise their learning?
  10. 10. Data analysis • Open coding, line-by-line coding (verify categories), focused coding => theoretically saturate core concepts • Memo writing: own assumptions, possible relations
  11. 11. Emerging data (DeDoose)
  12. 12. Memo’s making sense
  13. 13. Self-directed Informal Learning experience: 5 components, 2 key inhibitors/enablers Intrinsic Motivation & Personal Learning Goals Individual Characteristics (motivation) Technical & Media elements Individual & Social learning Context (people & content) Organising Learning (learning goals)
  14. 14. Individual characteristics • Motivation: choosing a course, personal and/or professional reasons for completing learning episode (any length), edutainment • Personal traits influencing the learning process: perseverance, self- confidence, emotional language describing learning
  15. 15. Technical & media elements affecting learning • Devices used for learning • FutureLearn course & media elements • Learning new tools provided in FL-course
  16. 16. Individual & Social learning • Individual learning actions • Social learning: connecting and sharing: looking for answers (help-seeking) versus experience sharing, differences per course • Different social learning actions per course: choosing who to interact with, reflective actions, cohort learning, language
  17. 17. Organising learning • Personal goal setting: range of personal learning goals, selecting content, curated content benefit, building on personal learning actions • Planning: available time, time investment in social learning, keeping notes • Taking notes
  18. 18. Context • Contextualizing content • Proximity to context as motivator • Peers and context
  19. 19. Future research Personalised learning • Impact of generic assignments, enabling learners to fit the assignment to their contexts (contextualize pedagogical approach) • Impact of enabling to set & realise personal learning goals (platform development) • Patterns of engagement while considering motivation and learning goals. • SRL outside professional FutureLearn MOOCs, including all SRL sub-processses • Neurobiological research: measuring brain activity in learners that are engaged in FutureLearn courses (find trigger points for increased motivation and learning goals – interdisciplinary research).
  20. 20. Gratitude for ongoing wisdom & guidance My two inspiring supervisors • Mike Sharples • Agnes Kukulska-Hulme
  21. 21. Questions? Remarks? Contact? … 21 E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Publications: http://www.ingedewaard.net/pubconsulpres.htm Presentations: http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard

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