Adaptive Orchestration of Scripted Collaborative Learning in MOOCs

Abstract

This study presents the design, implementation and evaluation of several intervention strategies to address orchestration challenges associated with scripted collaborative learning activities in Massive Open Online Courses (MOOCs). The interventions are based on artificially simulated students and teachers. Findings of pilot studies conducted in real-world contexts revealed that the proposed interventions facilitate collaboration orchestration in MOOCs and help to trigger beneficial collaboration interactions among students.