Emotive Vocabulary in MOOCs: Context & Participant Retention

Autores
Koutropoulos, Apostolos; Gallagher, Michael Sean; Abajian, Sean C.; Inge de Waard; Hogue, Rebecca Joanne; Keskin, Nilgün Özdamar; Rodriguez, Carlos Osvaldo
Año de publicación
2012
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.)
Fil: Koutropoulos, Apostolos. University of Massachussets; Estados Unidos
Fil: Gallagher, Michael Sean. University of London; Reino Unido
Fil: Abajian, Sean C.. California State University; Estados Unidos
Fil: Inge de Waard. Institute of Tropical Medicine; Bélgica
Fil: Hogue, Rebecca Joanne. University of Ottawa; Canadá
Fil: Keskin, Nilgün Özdamar. Anadolu University; Turquía
Fil: Rodriguez, Carlos Osvaldo. Universidad Nacional de La Plata; Argentina
Materia
MOOC
Online Learning
Emotional language
Narrative inquiry
Participation
Affective Factors
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/199599
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Emotive Vocabulary in MOOCs: Context & Participant RetentionKoutropoulos, ApostolosGallagher, Michael SeanAbajian, Sean C.Inge de WaardHogue, Rebecca JoanneKeskin, Nilgün ÖzdamarRodriguez, Carlos OsvaldoMOOCOnline LearningEmotional languageNarrative inquiryParticipationAffective Factorshttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Massive 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.)Fil: Koutropoulos, Apostolos. University of Massachussets; Estados UnidosFil: Gallagher, Michael Sean. University of London; Reino UnidoFil: Abajian, Sean C.. California State University; Estados UnidosFil: Inge de Waard. Institute of Tropical Medicine; BélgicaFil: Hogue, Rebecca Joanne. University of Ottawa; CanadáFil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad Nacional de La Plata; ArgentinaSciendo; EDEN2012-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/199599Koutropoulos, Apostolos; Gallagher, Michael Sean; Abajian, Sean C.; Inge de Waard; Hogue, Rebecca Joanne; et al.; Emotive Vocabulary in MOOCs: Context & Participant Retention; Sciendo; EDEN; European journal of open and distance learning; 1; 12-2012; 1-371027-52071027-5207CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://sciendo.com/journal/EURODL?tab=issuesinfo:eu-repo/semantics/altIdentifier/url/https://www.learntechlib.org/p/73817/info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T15:17:50Zoai:ri.conicet.gov.ar:11336/199599instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 15:17:50.75CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Emotive Vocabulary in MOOCs: Context & Participant Retention
title Emotive Vocabulary in MOOCs: Context & Participant Retention
spellingShingle Emotive Vocabulary in MOOCs: Context & Participant Retention
Koutropoulos, Apostolos
MOOC
Online Learning
Emotional language
Narrative inquiry
Participation
Affective Factors
title_short Emotive Vocabulary in MOOCs: Context & Participant Retention
title_full Emotive Vocabulary in MOOCs: Context & Participant Retention
title_fullStr Emotive Vocabulary in MOOCs: Context & Participant Retention
title_full_unstemmed Emotive Vocabulary in MOOCs: Context & Participant Retention
title_sort Emotive Vocabulary in MOOCs: Context & Participant Retention
dc.creator.none.fl_str_mv Koutropoulos, Apostolos
Gallagher, Michael Sean
Abajian, Sean C.
Inge de Waard
Hogue, Rebecca Joanne
Keskin, Nilgün Özdamar
Rodriguez, Carlos Osvaldo
author Koutropoulos, Apostolos
author_facet Koutropoulos, Apostolos
Gallagher, Michael Sean
Abajian, Sean C.
Inge de Waard
Hogue, Rebecca Joanne
Keskin, Nilgün Özdamar
Rodriguez, Carlos Osvaldo
author_role author
author2 Gallagher, Michael Sean
Abajian, Sean C.
Inge de Waard
Hogue, Rebecca Joanne
Keskin, Nilgün Özdamar
Rodriguez, Carlos Osvaldo
author2_role author
author
author
author
author
author
dc.subject.none.fl_str_mv MOOC
Online Learning
Emotional language
Narrative inquiry
Participation
Affective Factors
topic MOOC
Online Learning
Emotional language
Narrative inquiry
Participation
Affective Factors
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv 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.)
Fil: Koutropoulos, Apostolos. University of Massachussets; Estados Unidos
Fil: Gallagher, Michael Sean. University of London; Reino Unido
Fil: Abajian, Sean C.. California State University; Estados Unidos
Fil: Inge de Waard. Institute of Tropical Medicine; Bélgica
Fil: Hogue, Rebecca Joanne. University of Ottawa; Canadá
Fil: Keskin, Nilgün Özdamar. Anadolu University; Turquía
Fil: Rodriguez, Carlos Osvaldo. Universidad Nacional de La Plata; Argentina
description 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.)
publishDate 2012
dc.date.none.fl_str_mv 2012-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/199599
Koutropoulos, Apostolos; Gallagher, Michael Sean; Abajian, Sean C.; Inge de Waard; Hogue, Rebecca Joanne; et al.; Emotive Vocabulary in MOOCs: Context & Participant Retention; Sciendo; EDEN; European journal of open and distance learning; 1; 12-2012; 1-37
1027-5207
1027-5207
CONICET Digital
CONICET
url http://hdl.handle.net/11336/199599
identifier_str_mv Koutropoulos, Apostolos; Gallagher, Michael Sean; Abajian, Sean C.; Inge de Waard; Hogue, Rebecca Joanne; et al.; Emotive Vocabulary in MOOCs: Context & Participant Retention; Sciendo; EDEN; European journal of open and distance learning; 1; 12-2012; 1-37
1027-5207
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://sciendo.com/journal/EURODL?tab=issues
info:eu-repo/semantics/altIdentifier/url/https://www.learntechlib.org/p/73817/
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Sciendo; EDEN
publisher.none.fl_str_mv Sciendo; EDEN
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.22299

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