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Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs

dc.contributor.author Canelas, Dorian
dc.contributor.author Clark, CR
dc.contributor.author Comer, DK
dc.date.accessioned 2016-01-22T18:23:36Z
dc.date.issued 2014-01-01
dc.identifier.uri https://hdl.handle.net/10161/11530
dc.description.abstract © Comer, Clark, Canelas.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.
dc.relation.ispartof International Review of Research in Open and Distance Learning
dc.title Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs
dc.type Journal article
pubs.begin-page 26
pubs.end-page 82
pubs.issue 5
pubs.organisational-group Chemistry
pubs.organisational-group Duke
pubs.organisational-group Duke Science & Society
pubs.organisational-group Environmental Sciences and Policy
pubs.organisational-group Initiatives
pubs.organisational-group Institutes and Provost's Academic Units
pubs.organisational-group Nicholas School of the Environment
pubs.organisational-group Thompson Writing Program
pubs.organisational-group Trinity College of Arts & Sciences
pubs.publication-status Published
pubs.volume 15
dc.identifier.eissn 1492-3831


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