Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs
This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level M...
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| Format: | Article |
| Language: | English |
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Athabasca University Press
2014-11-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/1850/3066 |
| _version_ | 1830177367892426752 |
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| author | Denise K. Comer Charlotte R. Clark Dorian A. Canelas |
| author_facet | Denise K. Comer Charlotte R. Clark Dorian A. Canelas |
| author_sort | Denise K. Comer |
| collection | DOAJ |
| description | This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level MOOCs: English Composition I: Achieving Expertise and Introduction to Chemistry. Results indicate that peer-to-peer interactions in writing through the forums and through peer assessment enhance learner understanding, link to course learning objectives, and generally contribute positively to the learning environment. Moreover, because forum interactions and peer review occur in written form, our research contributes to open distance learning (ODL) scholarship by highlighting the importance of writing to learn as a significant pedagogical practice that should be encouraged more in MOOCs across disciplines. |
| first_indexed | 2024-12-17T19:23:02Z |
| format | Article |
| id | doaj.art-1d65758bf6d64cca9782134312ad3a76 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-17T19:23:02Z |
| publishDate | 2014-11-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-1d65758bf6d64cca9782134312ad3a762022-12-21T21:35:26ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312014-11-01155Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCsDenise K. Comer 0Charlotte R. Clark1Dorian A. Canelas2Duke University, USADuke University, USADuke University, USAThis study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level MOOCs: English Composition I: Achieving Expertise and Introduction to Chemistry. Results indicate that peer-to-peer interactions in writing through the forums and through peer assessment enhance learner understanding, link to course learning objectives, and generally contribute positively to the learning environment. Moreover, because forum interactions and peer review occur in written form, our research contributes to open distance learning (ODL) scholarship by highlighting the importance of writing to learn as a significant pedagogical practice that should be encouraged more in MOOCs across disciplines.http://www.irrodl.org/index.php/irrodl/article/view/1850/3066Open learning; higher education; online learning; massive open online courses |
| spellingShingle | Denise K. Comer Charlotte R. Clark Dorian A. Canelas Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs International Review of Research in Open and Distributed Learning Open learning; higher education; online learning; massive open online courses |
| title | Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs |
| title_full | Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs |
| title_fullStr | Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs |
| title_full_unstemmed | Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs |
| title_short | Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs |
| title_sort | writing to learn and learning to write across the disciplines peer to peer writing in introductory level moocs |
| topic | Open learning; higher education; online learning; massive open online courses |
| url | http://www.irrodl.org/index.php/irrodl/article/view/1850/3066 |
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