Abstract:

In this paper, we apply Instructional-design theories and case study methodology to investigate the effects of social interface features in the forum of a Connectivist Massive Online Open Course (cMOOC), besides that we examined the integration of the Twitter microblog in this course. The course applied an open portal, a forum, a blog with daily suggestions, and a communicative channel through the hashtag #ccourses, i.e. the Twitter was applied as a shared interest channel. The investigation indicated that the social resources available on the forum interface, blog and Twitter (e.g.: response system, sharing, like button, mention feature @username, avatar etc.) promotes the building of emotional capital between students, the sense of group belonging, and new participation ways.

When we consider the expansion of social interfaces over the past decade (represented by platforms such as Facebook, Twitter etc.), it seems correct to connect this interfaces to the growth of active social participation, collaborative construction, content appropriation and user-led content production. According to Crumlish and Malone (2009), social interface affordances can transform user behavior because the architecture of social interfaces must support and stimulate connections, but they do more than that: social interfaces have the potential to transform a digital space in a space of affinity, as well as transforming the very fabric of interactions.

In the context of e-learning, this transformation can be a good strategy for tackling dropout rates and stimulating feeling of belonging and students participation. Our research has identified that the Connected Courses applied a portal, which features was similar to those applied to social interfaces, as well as maintaining close dialogue with social networks such as Twitter (the portal was fed back by student tweets). In the analysis, we found that the materiality of design demonstrates how important interface features are in building a friendlier environment, connections, and social dynamics that fosters student-to-student interactions, as well as horizontal relationships between students and tutors.

In the analysis of the cMOOC forum, we identified tools for affective economy, which are similar to social networking affordances like Facebook and Twitter. In the cluster of tools for interaction on topics, there were buttons to appreciate and a flag for inappropriate content, such resources make it possible to express agreement, disagreement or affection among users. With these features, the software provides a material ecology that supports the existence of an affective economy, which is very relevant because it stimulates interests and is able to increase motivation in the learning process. In addition, the forum interface also provided configurations whose features highlighted individual identities. Identity resources have an essential role in the development of virtual collectives, since these resources make it possible to perform identities, earn merits, in short, articulate the elements that build personality in digital media and express the participation of a member in a community.

Therefore, the research findings indicated that the use of social networks, and the integration of social resources into the course environment, has the power to transform positively the fabric of interactions, transforming the learning process.

Keywords:

MOOC, social media, interface, interactions, participation, twitter.