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Shanghai International Studies University has hosted an interculturalMassive Open Online Course (MOOC) course for several years. Coursefacilitators, mentors, and learners from all over the world are invited toenroll in the class. However, conversations between mentors and learnersrevealed that most were superficial. Thus, a pilot study was undertaken toimprove mentor and learner interactions undertaken. The main focus of theresearch was to analyze the content of nine sustained conversations in theMOOC. The threads were selected for analysis from the first, third, andfinal week of the intercultural course. Initial analysis indicated responsesmade within the same day, and even within the early hours of initialpostings, were conducive to sustained conversations. Within the discussionsection, several suggestions were given to improve online interactionsbetween mentors and learners. Training and orientation of mentors weresuggested. Mentors could be encouraged to use the MOOC’s notification systemto reply to the learner’s comments. With appropriate training, mentors mightbe able to respond to the learner’s comments effectively. In the end, futuresuggestions for research were given to assess further and improveMOOCs.

Improving interactions between teachers and students in virtual exchanges – a case of mentor/learner relationships in MOOCs