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Chimeria: Grayscale MOOC: Towards Critical Self-Reflection at Scale

Authors:

D. Fox HarrellAuthors Info & Claims

L@S '19: Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale

Article No.: 25, Pages 1 - 4

https://doi.org/10.1145/3330430.3333638

Published: 24 June 2019 Publication History

Abstract

Contemporary online learning systems are increasingly common elements of post-secondary, workplace, and lifelong education. These systems typically employ the transmission model of education to teach students, an approach ill-suited for fostering deeper learning. This paper presents our latest findings related to ongoing research developing a generalizable framework for supporting deeper learning in online learning systems. In this work, we focus on the self-debriefing component of our framework and its impact on deeper learning in online learning systems. To pursue this line of inquiry, we conducted an exploratory study evaluating the Chimeria:Grayscale MOOC, an online learning system that implements our framework. Our results suggest that self-debriefing is crucial for effectively supporting students' reflections.

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Cited By

Jonson Carlon MGayed JCross J(2021)Development of Open-Response Prompt-Based Metacognitive Tutor for Online Classrooms2021 IEEE International Conference on Engineering, Technology & Education (TALE)10.1109/TALE52509.2021.9678573(01-08)Online publication date: 5-Dec-2021
https://doi.org/10.1109/TALE52509.2021.9678573

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Chimeria: Grayscale MOOC: Towards Critical Self-Reflection at Scale

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cover image ACM Other conferences

L@S '19: Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale

June 2019

386 pages

ISBN:9781450368049

DOI:10.1145/3330430

Copyright © 2019 Owner/Author.

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 24 June 2019

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L@S '19

L@S '19: Sixth (2019) ACM Conference on Learning @ Scale

June 24 - 25, 2019

IL, Chicago, USA

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L@S '19 Paper Acceptance Rate 24 of 70 submissions, 34%;

Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

Jonson Carlon MGayed JCross J(2021)Development of Open-Response Prompt-Based Metacognitive Tutor for Online Classrooms2021 IEEE International Conference on Engineering, Technology & Education (TALE)10.1109/TALE52509.2021.9678573(01-08)Online publication date: 5-Dec-2021
https://doi.org/10.1109/TALE52509.2021.9678573

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