Students’ Collaborative Epistemic Strategies in a MOOC Learning Environment

Brief Paper (Asynchronous) ID: 59638
  1. aaa
    Ammar Bahadur Singh
    Østfold University college

Abstract: This study examines how students’ collaborative epistemic strategies evolve and expand in online collaborative learning meetings and how such strategies contribute to enhancing students’ agency in a massive open online course (MOOC). Analyzing an online meeting (01:02:06 hour) between students by the method of interaction and interpreting findings from the cultural-historical theory perspective, the findings indicated that students’ five collaborative epistemic strategies emerged dialectically during the process of learning. They were co-reflection (reflecting upon professional and personal experiences), co-orientation (planning how to engage in learning in the meetings), task presentation (presenting their task-in-progress for the discussion), task discussion (questioning and expanding ideas related to the tasks), and summarization (summarizing the main take away concepts). These strategies developed out of collaborative attempts to make sense of learning tasks can develop and expand students’ agency, which comes into play when they engage in solving a task.

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