Communicability problems on MOOCs: a study around metacommunication
Resumo
The MOOCs emerged as instruments for the democratization of education through free online courses. However, MOOCs have a high dropout rate among students. In this sense, this paper presents some results on whether communicability problems are related to the general causes of dropout in MOOC courses. To achieve this objective, the Semiotic Inspection Method was applied in the Coursera and EDx MOOC platforms. From the results, it was inferred that communicability problems are associated with some of the general causes that lead to the abandonment or withdrawal of students in MOOCs.
Palavras-chave:
MOOC, communicability, dropout, metacommunication, human-computer interaction
Referências
Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Muñoz-Organero, M., e Rodríguez-de-lasHeras, A. (2013). Analysing the impact of built-in and external social tools in a MOOC on educational technologies. In European Conference on Technology Enhanced Learning. Springer. pp. 5–18.
Baloi, J. A. (2009). A concepção da educação democrática na obra 'Democracia e Educação' de John Dewey. Monografia-Faculdade de Filosofia e Ciências Humanas da Universidade São Tomás de Moçambique, Maputo.
Barbosa, S. e Silva, B. (2010). Interação humano-computador. Elsevier.
Bezerra, L. N. M. e da Silva, M. T. (2017). A review of literature on the reasons that cause the high dropout rates in the MOOCs. Revista Espacios, v. 38, n. 5.
Clow, D. (2013). MOOCs and the funnel of participation. In Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 185–189. ACM.
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in education, n. 3.
De Souza, C. S. (2005). The semiotic engineering of human-computer interaction. MIT press.
De Souza, C. S. e Leitão, C. F. (2009). Semiotic engineering methods for scientific research in HCI. Synthesis Lectures on Human-Centered Informatics, 2(1):1–122.
Do Rêgo, Beatriz Brito, Filipe Garrido, Ecivaldo Matos. (2017). Identifying influences of the quality of interaction on dropout rates of MOOC: preliminary results. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE). v. 28. n. 1. pp 1766-1768.
Do Rêgo B. B., Monteiro I. T., Sampaio A. L. (2017). Communicability evaluation of privacy settings on Facebook for Android. In: International Conference on Human-computer Interaction. Springer, Cham. v. 10292. pp. 623-639.
Fassbinder, A., Delamaro, M. E., e Barbosa, E. F. (2014). Construção e uso de moocs: Uma revisão sistemática. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), v. 25, pp. 332–341.
Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distributed Learning, v. 10, n. 5, pp. 1-26.
Grainger, B. (2013). Introduction to MOOCs: avalanche, illusion or augmentation. Policy Brief-UNESCO (july). Institute for Information Technologies in Education. URL: [link].
Gomez-Zermeno, M. G., De La Garza, L. A. (2016). Research analysis on MOOC course dropout and retention rates. Turkish Online Journal of Distance Education, v. 17, n. 2, pp. 3-14.
He, J., Bailey, J., Rubinstein, B. I., e Zhang, R. (2015). Identifying at-risk students in massive open online courses. In AAAI, pp. 1749–1755.
Onah, D. F., Sinclair, J., e Boyatt, R. (2014). Dropout rates of massive open online courses: behavioural patterns. EDULEARN14 Proceedings, pp. 5825–5834.
Preece, J., Rogers, Y., e Sharp, H. (2013). Design de Interação: Além da interação humano computador. Bookman, 3º edition.
Rosa, J. C. S., Matos, E. (2016). Semio-Participatory Framework for Interaction Design of Educational Software. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems (IHC '16). ACM.
Baloi, J. A. (2009). A concepção da educação democrática na obra 'Democracia e Educação' de John Dewey. Monografia-Faculdade de Filosofia e Ciências Humanas da Universidade São Tomás de Moçambique, Maputo.
Barbosa, S. e Silva, B. (2010). Interação humano-computador. Elsevier.
Bezerra, L. N. M. e da Silva, M. T. (2017). A review of literature on the reasons that cause the high dropout rates in the MOOCs. Revista Espacios, v. 38, n. 5.
Clow, D. (2013). MOOCs and the funnel of participation. In Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 185–189. ACM.
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in education, n. 3.
De Souza, C. S. (2005). The semiotic engineering of human-computer interaction. MIT press.
De Souza, C. S. e Leitão, C. F. (2009). Semiotic engineering methods for scientific research in HCI. Synthesis Lectures on Human-Centered Informatics, 2(1):1–122.
Do Rêgo, Beatriz Brito, Filipe Garrido, Ecivaldo Matos. (2017). Identifying influences of the quality of interaction on dropout rates of MOOC: preliminary results. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE). v. 28. n. 1. pp 1766-1768.
Do Rêgo B. B., Monteiro I. T., Sampaio A. L. (2017). Communicability evaluation of privacy settings on Facebook for Android. In: International Conference on Human-computer Interaction. Springer, Cham. v. 10292. pp. 623-639.
Fassbinder, A., Delamaro, M. E., e Barbosa, E. F. (2014). Construção e uso de moocs: Uma revisão sistemática. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), v. 25, pp. 332–341.
Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distributed Learning, v. 10, n. 5, pp. 1-26.
Grainger, B. (2013). Introduction to MOOCs: avalanche, illusion or augmentation. Policy Brief-UNESCO (july). Institute for Information Technologies in Education. URL: [link].
Gomez-Zermeno, M. G., De La Garza, L. A. (2016). Research analysis on MOOC course dropout and retention rates. Turkish Online Journal of Distance Education, v. 17, n. 2, pp. 3-14.
He, J., Bailey, J., Rubinstein, B. I., e Zhang, R. (2015). Identifying at-risk students in massive open online courses. In AAAI, pp. 1749–1755.
Onah, D. F., Sinclair, J., e Boyatt, R. (2014). Dropout rates of massive open online courses: behavioural patterns. EDULEARN14 Proceedings, pp. 5825–5834.
Preece, J., Rogers, Y., e Sharp, H. (2013). Design de Interação: Além da interação humano computador. Bookman, 3º edition.
Rosa, J. C. S., Matos, E. (2016). Semio-Participatory Framework for Interaction Design of Educational Software. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems (IHC '16). ACM.
Publicado
11/11/2019
Como Citar
DO RÊGO, Beatriz B.; GARRIDO, Filipe A.; ROSA, Jean C. S.; MATOS, Ecivaldo S..
Communicability problems on MOOCs: a study around metacommunication. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 1261-1270.
DOI: https://doi.org/10.5753/cbie.sbie.2019.1261.
