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Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs
Comer, Denise · Clark, Charlotte · Canelas, Dorian

PublishedNovember 2014
Type of workSpecial Issue: Research into Massive Open Online Courses
JournalThe International Review of Research in Open and Distributed Learning
Volume 15, Issue 5, Pages 26-82
Original PublicationThe International Review of Research in Open and Distance Learning
EditorsMcGreal, Rory and Conrad, Dianne

ABSTRACT
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.

Keywords higher education · MOOC · online learning · open learning

ISSN1492-3831
Other number5
RefereedYes
Rightsby/4.0
URLhttp://www.irrodl.org/index.php/irrodl/article/view/1850
Other informationIRRODL
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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