Preliminary investigations into participation patterns: The case of an iMOOC – an on-line English language learning course

Abstract

Although content knowledge MOOCs have been launched at a very fast pace on various MOOC platforms, language learning MOOCs are less frequently available. The current five week “internal MOOC” (iMOOC) entitled Essentials of Clear Writing (ECW) was designed to address perceived English language learning support needs represented in the undergraduate population at the University and more importantly, to attain insights into student response to and participation patterns in language-related MOOCs. ECW was fashioned after MOOCs’ design principles although its internal circulation meant that the ‘M’ or the ‘massive’ feature was compromised. The aim of the study was to explore possible participation and engagement patterns particular to this community of learners in the absence of student obligations to participate or credit rewards to sign up. Also, the initiative was aimed towards attaining insights into the possibility of harnessing the many purported potential benefits of the MOOC platform relating to connectivism and learning (Siemens, 2012). This study draws on the idea of engagement trajectories (Kizilcec, Piech & Schneider, 2013) in student participation rather than the monolithic notion of completion versus non-completion in participation patterns. Preliminary investigations show that engagement trajectories in this iMOOC are similar to those reported in other content MOOCs, with encouraging levels of video lectures viewership and completion of in-video quizzes and practices. Qualitative data, however, point to weak tendencies in participants’ tapping of connected learning opportunities due to various possible reasons.