Exploring the MOOC as a Community of Practice: developing a framework for knowledge construction.
Saved in:
| Title: | Exploring the MOOC as a Community of Practice: developing a framework for knowledge construction. |
|---|---|
| Authors: | Saadatdoost, Robab1, Hiang Sim, Alex Tze2, Yadegaridehkordi, Elaheh3 |
| Source: | Journal of E-Learning & Knowledge Society. 2023, Vol. 19 Issue 1, p53-66. 14p. |
| Subject Terms: | *Internet forums, *Massive open online courses, *Online education, *Communities, Communities of practice, Virtual communities |
| Abstract: | Massive open online courses (MOOCs) have increasingly become an important element for individuals' learning and development. However, MOOCs mainly concentrate on duplicating knowledge instead of constructing it. This research aims to explore the structure of the MOOCs for fostering the knowledge construction in which educational professional build, develop, share one another' learning and reflections. This research focused on Coursera, a particular MOOC community, by drawing on the concepts of community of practice (CoP) as a theoretical lens. Three types of data were collected. The archival data consisted of the top and selected posts from online discussion forums, and the elicited data which was derived from over 60 interviews with Coursera learners. Meanwhile, field note data was extracted from 160 days of interaction with the participants. A qualitative research method using a netnographic methodology was employed. The findings contribute to the body of knowledge construction and online communities by providing an understanding of the domain, community and practice elements. The study on other elements such as the reinforcement of identity, formation of warrants and identification of mechanisms for legitimate peripheral participation can help to interpret the constitution of CoPs in MOOC. This research developed a Coursera community framework that generally makes a MOOC community more energetic to construct knowledge. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of E-Learning & Knowledge Society is the property of Italian e-Learning Society / Societa Italiana di e-Learning (SIe-L) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
