Examining knowledge construction of MOOC community using discourse analysis

• In Event: RTD - MOOCs: Knowledge Construction and Attitudinal Change

Short Description

This session presents a coding construct based on discourse analysis, an approach that includes social cues, cognitive presence and metacognitive presence to examine the quality of discussions and social-construction of knowledge process in a large-scale computer mediated communication (CMC) environment – MOOC discussion forum. The coding schema extends Henri’s (1992) work in earlier CMC analyses techniques. This coding construct provides implications for future MOOC design strategies and facilitation of progressive inquiry processes within MOOC communities.

Authors

• Qing Zhang, Virginia Tech

• Barbara Lockee, Virginia Tech