Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs

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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Bibliographic Details
Main Authors: Denise K. Comer, Charlotte R. Clark, Dorian A. Canelas
Format: Article
Language:English
Published: Athabasca University Press 2014-11-01
Series:International Review of Research in Open and Distance Learning
Subjects:
Open learning; higher education; online learning; massive open online courses
Online Access:http://www.irrodl.org/index.php/irrodl/article/view/1850/3066
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spelling doaj-1d65758bf6d64cca9782134312ad3a762020-11-25T00:30:41ZengAthabasca University PressInternational Review of Research in Open and Distance 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
collection DOAJ
language English
format Article
sources DOAJ
author Denise K. Comer
Charlotte R. Clark
Dorian A. Canelas
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 Distance Learning
Open learning; higher education; online learning; massive open online courses
author_facet Denise K. Comer
Charlotte R. Clark
Dorian A. Canelas
author_sort Denise K. Comer
title 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_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_sort writing to learn and learning to write across the disciplines: peer-to-peer writing in introductory-level moocs
publisher Athabasca University Press
series International Review of Research in Open and Distance Learning
issn 1492-3831
publishDate 2014-11-01
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.
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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AT charlotterclark writingtolearnandlearningtowriteacrossthedisciplinespeertopeerwritinginintroductorylevelmoocs
AT dorianacanelas writingtolearnandlearningtowriteacrossthedisciplinespeertopeerwritinginintroductorylevelmoocs
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