Using knowledge graphs to optimize MOOC instruction
Xinger Lu, Jialing Zeng, Mengyao Zhang, Xingjun Guo and Jingjing Zhang
Using the methods of co-word analysis and social network analysis, this study set out to build the knowledge graph of a course - Introduction to Psychology - on XuetangX, a Chinese MOOC platform and establish a corresponding knowledge framework as a visualization method to optimize MOOC instruction. The knowledge framework of instructional content can help instructors analyze and improve instruction via reviewing the instructional process efficiently and vividly. A comparison of the knowledge graph of instruction and that of student discussion enables instructors to reflect on their own work and students to recognize problems related to their learning, hence conducive to improving instructional content, strategies and activities. It is argued that future attention should be paid to constructing subject knowledge ontology, mining online learning data generated by xMOOCs, and exploring ways to turn knowledge graphs into knowledge structures in order to facilitate the transformation of online learners’ learning models.
Keywords： MOOCs； instructional content； student forum； knowledge graph
Knowledge construction in collaborative learning on learning
management systems and social media platforms
Ruixue Liu, Changdi Shi and Zhong Sun
How to use students’ knowledge construction to assess the quality of online collaborative learning is an issue worthy of exploring. This study set out to examine knowledge construction in collaborative learning on Moodle and WeChat, a social media mobile platform widely used in China. Participants in this study were 78 third-year students in a university and content analysis and social network analysis were used to analyze levels of knowledge construction demonstrated in collaborative learning with participants as a cohort and as individuals respectively. Findings show that there was intermediate-level knowledge construction in the comment stage of group collaborative learning on Moodle while knowledge construction was mostly at surface level in the case of WeChat, with little evidence of deep-level collaboration on both platforms. It is also found that Moodle was more suitable for knowledge construction in the reflection and discussion stages with evidence of deep-level collaboration. Generally speaking, students with higher degree centrality demonstrated intermediate-level knowledge construction in the comment stage with little deep-level collaboration. Findings of this study have implications for more effective collaborative knowledge construction in the online environment.