Analysis and Visualization of While-Learning Social Help Seeking Aligned with Learning Content to Facilitate Data-informed Support in MOOCs

Abstract

Help-seeking is a crucial component of self-regulated learning in MOOCs. The extant studies focus on post-watching help-seeking behaviors such as putting a post in the discussion forum whereas an innovative communicating system which supports ‘live’ messages synchronized with video playback timeline, provides a new perspective in understanding help-seeking behaviors in the process of watching MOOC videos. This study conducts content analysis using danmaku messages to understand the help-seeking interaction and implements visualization aligned with the situation in which the help-seeking request was sent. This study offers new perspectives on both how help seeking is implemented socially among peer learners in the process of watching MOOC videos and why the proliferation of help-seeking requests happened. Based on this understanding, the significant value in facilitating feedback for teaching design, informing instructors’ intervention decision, and providing support for students’ active learning is discussed.