If you joined a MOOC where students can form study groups, do you want to lead a team?

[Miaomiao Wen]

Or do you prefer to join an existed team and work as a team member?

[kort...@gmail.com]

For me, the more invested I am in the team's activities, the more compelling it is for me to take a leadership role. This is particularly true in task-oriented groups where the project is engaging and the ideas coming out of the group give a sense of progress; in a less goal-driven setting, though, I probably wouldn't lead a study group and may or may not join one at all.

What motivations do MOOC students have to join a study group? I can think of a few:
Socialize/meet other students
Share answers/reduce the course workload
Improve comprehension/build understanding
Enhance learning/discuss with students who have different perspectives

Different students view these benefits differently, and join groups for different reasons. Students who take a leadership role may do so for differing reasons as well.

Questions relating to the design of study groups in MOOCs:
What percentage of MOOC students participate in study groups/teams? When students participate in study groups, do they get the things out of the experience that they hoped they would get? Are particular combinations of students (e.g. motivations, proficiency) better/worse for learning (at the individual and group level)? How can MOOC designers provide a framework (through course technologies like forums, interventions, etc) to help students get the most out of the large-scale, asynchronous learning environment?