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Experiments with connectivism from a moderator’s point of view
Jutta Pauschenwein, Erika Pernold and Eva Goldgruber
Figure 5. Executed tasks.
The concept of e-tivities was also perceived as positive. It
was surprising that all of the participants were aware of
the online tasks (69% yes, 31% rather yes). The e-tivities
supported the participants in their learning process (44%
yes, 31% rather yes). The number of online tasks carried
out by the participants was surprisingly high (see Figure
8). Concerning the issue of moderation learners stated
that they were well-supported by e-moderators and
experts in their learning process, as Figure 9 shows. The
documentation of the moderators was helpful for the
group (69% yes, 19% rather yes) and moderators’ written
contributions supported them as well (56% yes, 31%
rather yes).
Figure 6. Support Moderation and Expert.
Results of the hybrid concept – mini-
MOOC13
From a moderator’s point of view the hybrid course was
quite successful. The closed group on facebook helped
the participants to socialize and the moderator to accompany
them, because participants’ activities were
visible in contrast to the purely online course format. The
facebook group collaborated well and learning processes
were documented.
The transfer from facebook to the open environment
on Google+ was not easy. Not all participants changed
the medium; three of them commented in the final survey
that they did not want to participate in the open learning
environment of Google+. The easy exchange in facebook
did not continue in Google+, and according to members
of the facebook group the discussions on Google+ were
tedious. The participants contributed to the discussions
around the video chats but they were not as active as in
the facebook group and additional participants remained
rather invisible.
All in all the online survey demonstrated that most of
the participants were, as Figure 7 shows, quite satisfied
with the training (25% yes, 63% rather yes).
Figure 7. Satisfaction with the miniMOOC13.
Figure 8. Amount of executed tasks.
Figure 9. General support Moderation Team and Experts.
Concerning the hybrid concept 71% of the learners answered
that the online socialization in facebook supported
them in the open learning process in Google+ (57%
yes, 14% rather yes).
Discussion and outlook
The results of the questionnaire of the two miniMOOCs
were surprising. As the moderators didn’t observe learning
processes as they were used to, they were unsure if
any learning happened at all. At least the learners, who returned
the questionnaire and probably had a higher level
of engagement in the course than others, reported their
(successful) learning progress. From this point of view the
miniMOOCs were a success.
The assumption that experts who share their knowledge
are far more important in an open learning environment
than moderators proved to be false. In both courses
the learners appreciated the moderators nearly as much
as the experts.
Experience Track |280