Transcultural elements in connectivist massive open online courses | Culture and communication in digital worlds

Author(s): Nazife Sen Ersoy, Evrim Genc Kumtepe

Year of publication: 2021

Keywords: Connectivist MOOCs (cMOOCs), Transculture, Online Learning, Community, Collaboration

Methodology/Sample: Single case study (interviews)/4 instructors & 10 students

Reference: Ersoy, N. S., & Kumtepe, E. G. (2021). Transcultural elements in connectivist massive open online courses. The Turkish Online Journal of Educational Technology, 20(4), 159-166. http://www.tojet.net/articles/v20i4/20415.pdf

Abstract

This study was conducted to explore the transcultural elements in connectivist massive open online courses (cMOOC). It was designed as a holistic single-case study that consists of a cMOOC which took place in the Summer term of 2016 and it was the 4th cycle of the course up to that year. It was completely online utilizing solely open and distributed environments including course website, Twitter, Google+, Blogs, and Facebook. Data of the study were obtained via different methods and tools such as observation, semi-structured interviews, open-ended questionnaires, and document analysis. Four of the course tutors/facilitators and 10 of the active learners in the course were the primary participants of the study. Data were analyzed using the content analysis technique by means of Nvivo qualitative analysis software. Results reveal that there is some sort of transculture formed in this course. Accordingly, there is an authentic community with a participatory culture based on acceptance, sharing, openness, collaboration, kindness, and trust. However, the course itself lacks structure unlike traditional online courses, and in turn, didn’t support teaching and cognitive presence for certain learners. It was challenging and confusing for some learners who were not self-regulated and didn’t have enough digital literacies to learn effectively in a connectivist course since it adopted and encouraged a distributed learning approach.

> Summary

The study explores transcultural elements in connectivist massive open online courses (cMOOC).
It employs a holistic single-case study design conducted in the Summer term of 2016.
Data were collected through observations, interviews, questionnaires, and document analysis.
Findings reveal a participatory culture based on acceptance, sharing, and collaboration.
The course structure lacked traditional elements, posing challenges for some learners.

> Problem statement

The study explores transcultural elements in connectivist massive open online courses (cMOOC) and their implications for community formation.
It highlights challenges faced by learners lacking self-regulation and digital literacy in a connectivist learning environment.
The course’s lack of structure hindered teaching and cognitive presence for some participants.
The research indicates that predominantly US participants limited multicultural encounters and intercultural interactions.
Overall, the study addresses the formation of transculture through community and structure within the course.

> Methods used

The study employed a qualitative research methodology to explore transcultural elements in cMOOCs.
A holistic single case study design was utilized for in-depth examination.
Data were collected through participant observation and document analysis.
Semi-structured interviews and open-ended questionnaires were also used for data collection.
Data analysis was conducted using content analysis with Nvivo qualitative analysis software.
The study involved four course tutors and ten active learners as primary participants.

> Practical implications

The course’s participatory nature fosters community and collaboration among learners, enhancing the learning experience.
Flexibility in course design allows for individualization, catering to diverse learner needs.
The course’s lack of structure may challenge learners who are not self-regulated or lack digital literacy.
Emphasizing openness and connection can lead to a more engaged and supportive learning environment.
The study highlights the importance of building authentic communities based on trust and collaboration in online learning.