Learning Technologies, Tutoring Systems, and MOOCs

How digital tools, tutoring systems, and open online courses shape learning, engagement, and professional development.
Research
Learning Technology
Published

January 1, 2017

Keywords

learning technology, tutoring systems, MOOC, student engagement, informal learning

The question

How do digital tools change the way people learn, and which kinds of engagement with those tools actually matter for learning outcomes? This line connects technology, instructional method, and practice.

What we have done

  • MOOC engagement. Using binomial logistic regression and qualitative content analysis, we examined how engagement with videos and forum posts relates to achievement in a massive open online course. Active participation and the intention to earn a certificate were associated with the probability of completing the course.
  • Informal learning. A book chapter treated the MOOC as a learning solution for professional development and examined learner-driven informal learning in a virtual practice community.
  • Tutoring tools. A broad survey listed more than 140 tools used in tutoring systems, from complete systems to specialized tools for preparing instructional materials. Its lesson is that learners and stakeholders differ, so no single architecture serves every use case.
  • Attention in online tutors. A conference paper used eye tracking to study visual attention during e-learning.

Selected publications

  • Ritter, F. E., Qin, M. Q., MacDougall, K., & Chae, C. (2023). Lessons from a broad survey of tutoring tools: It’s a big world out there. Interactive Learning Environments, 31(4), 2444–2451. https://doi.org/10.1080/10494820.2021.1890620
  • Tehranchi, F., Ritter, F. E., & Chae, C. (2020). Visual attention during e-learning: Eye-tracking shows that making salient areas more prominent helps learning in online tutors. In Proceedings of the 42nd Annual Meeting of the Cognitive Science Society (pp. 3164–3170).
  • Chae, C., Suh, B., Han, S.-H., Han, H., & Lim, D. H. (2018). Enhancing learner-driven informal learning in a virtual practice community: The massive open online course (MOOC) as a learning solution for professional development. In J. Keengwe (Ed.), Handbook of research on digital content, mobile learning, and technology integration models in teacher education (pp. 207–226). IGI Global. https://doi.org/10.4018/978-1-5225-2953-8.ch011
  • Bonafini, F. C., Chae, C., Park, E., & Jablokow, K. W. (2017). How much does student engagement with videos and forums in a MOOC affect their achievement? Online Learning, 21(4), 223–240. https://doi.org/10.24059/olj.v21i4.1270