Journal article
J. Gao, S. Wei, A.K. Dubé
The Journal of Applied Instructional Design, 2024
The Journal of Applied Instructional Design, 2024
DOI:
10.59668/1269.15691
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APA
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Gao, J., Wei, S., & Dubé, A. K. (2024). Evaluating Learners' Online Learning Experience of Informal Learning Environments: A LIWC Analysis. The Journal of Applied Instructional Design. https://doi.org/10.59668/1269.15691
Chicago/Turabian
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Gao, J., S. Wei, and A.K. Dubé. “Evaluating Learners' Online Learning Experience of Informal Learning Environments: A LIWC Analysis.” The Journal of Applied Instructional Design (2024).
MLA
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Gao, J., et al. “Evaluating Learners' Online Learning Experience of Informal Learning Environments: A LIWC Analysis.” The Journal of Applied Instructional Design, 2024, doi:10.59668/1269.15691.
BibTeX Click to copy
@article{j2024a,
title = {Evaluating Learners' Online Learning Experience of Informal Learning Environments: A LIWC Analysis},
year = {2024},
journal = {The Journal of Applied Instructional Design},
doi = {10.59668/1269.15691},
author = {Gao, J. and Wei, S. and Dubé, A.K.}
}
Online video-based content, such as massive open online courses (MOOCs) or educational videos on YouTube, are popular ways for individuals to learn outside of a traditional learning space. Video-based informal learning environments fit in the framework of community of inquiry (CoI), with unique teaching, cognitive, and social presence. Videos on the environment provide direct instruction representing teaching presence, and the feature of online discussion allows learners to comment on instructional materials and interact with other learners, which show social and cognitive presence. Multi-format informal learning environments bring learners diverse learning experiences and analyzing the content of online discussions can help us better understand learners’ experiences. This study uses Linguistic Inquiry and Word Count (LIWC) to evaluate learners' learning experiences on YouTube and edX through the construct of CoI. After matching LIWC’s keywords with social presence and cognitive presence, we analyze learners’ comments (N = 6,938) collected from YouTube and edX. Our findings reveal that there is a more differentiated cognitive presence and a more similar social presence between YouTube and edX.
