This paper explores the cognitive presence of the learners in MOOCs through using a (computational) linguistic analysis of the learners' Point-of-View as an indicator for cognitive presence. The linguistic analysis of the written language as a medium of interaction by the students in the context of MOOCs shows hallmarks of cognitive disengagement and low cognitive presence by the learners.
Elouazizi REF used the linguistic aspects of point-ofview as an indicator of cognitive presence to construct an exploratory framework for examining students' learning-based inquiry in the MOOC context.
Point-of-View Mining and Cognitive Presence in MOOCs: A (Computational) Linguistics Perspective
EMNLP 2014
Computer Science