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Learning Engagement and Peer Learning in MOOC: A Selective Systematic Review

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Augmented Intelligence and Intelligent Tutoring Systems (ITS 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 13891))

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Abstract

Massive open online courses (MOOCs) improve learning; but their low completion rate remain problematic. Peer learning has been proposed as a method to increase learning engagement in MOOCs, thereby decreasing the dropout rate. However, the effectiveness of peer learning in promoting learning engagement in MOOCs remains underexplored. This systematic review aimed to examine the effect of peer learning on learning engagement in MOOCs. Eight articles met the inclusion and quality assurance criteria using the PRISMA method. We found that: (1) limited research has analyzed learner engagement within peer learning; (2) learner engagement can be measured through analysis of log, text, and survey data; and (3) peer learning can positively impact learning outcomes in MOOCs (completion rates, quiz completion rates, and quiz scores).

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Authors and Affiliations

  1. TÉLUQ University, 5800 rue Saint-Denis, Montréal, QC, H2S 3L5, Canada

    Fatma Miladi, Daniel Lemire & Valéry Psyché

Authors
  1. Fatma Miladi
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  2. Daniel Lemire
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Correspondence to Fatma Miladi .

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Editors and Affiliations

  1. University of Montreal, Montreal, Canada

    Claude Frasson

  2. University of West Attica, Athens, Greece

    Phivos Mylonas

  3. University of West Attica, Athens, Greece

    Christos Troussas

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Miladi, F., Lemire, D., Psyché, V. (2023). Learning Engagement and Peer Learning in MOOC: A Selective Systematic Review. In: Frasson, C., Mylonas, P., Troussas, C. (eds) Augmented Intelligence and Intelligent Tutoring Systems. ITS 2023. Lecture Notes in Computer Science, vol 13891. Springer, Cham. https://doi.org/10.1007/978-3-031-32883-1_29

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  • DOI: https://doi.org/10.1007/978-3-031-32883-1_29

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  • Print ISBN: 978-3-031-32882-4

  • Online ISBN: 978-3-031-32883-1

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