Students' Collaborative Epistemic Strategies in a MOOC Learning Environment

• In Event: Teaching and Learning From a Worldwide Perspective

Abstract

This study examines the collaborative epistemic strategies that students adopt and develop in online meetings of a massive open online course offered by a Norwegian University college aiming to develop the students’ professional digital competence. The study also examines how such strategies contribute to prompting individual and collective agency in learning in online meetings. Video recordings of online meetings between students were analyzed by the method of interaction. Galperin’s pedagogical theory was used as an analytical framework. Preliminary findings indicate that the students used and developed four types of collaborative epistemic strategies: co-reflection (reflecting upon their professional practices), co-orientation (planning how to go about learning) task sharing (sharing the draft of their tasks), task discussion (debating, vetting) and summarization.

Author

• Ammar Bahadur Bahadur Singh, Østfold University College, Halden Norway