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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/199599
Ver los metadatos del registro completo
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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 Técnicas2025-09-29T10:20:47Zoai: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:34982025-09-29 10:20:47.497CONICET 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 |
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eng |
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eng |
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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/ |
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application/pdf application/pdf |
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Sciendo; EDEN |
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Sciendo; EDEN |
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CONICET Digital (CONICET) |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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