MOOCresearch2.0

This subproject investigates how MOOC learners engage in socio-cognitive conflicts on MOOC discussion forums. It investigates how the MOOC discipline, the instructional context conditions, and the learners’ individual characteristics affect the way in which learners engage in these conflicts; This subproject seeks to develop in-depth understanding of the dynamic process of social learning in MOOCs and pinpoint the possible factors that may trigger the most fruitful socio-cognitive interactions.

This subproject investigates the preconceptions and understandings that MOOC learners have about Essentially Contested Concepts (ECCs) theough the case of Corporate Social Responsibility (CSR). It studies how these preconceptions vary with learners’ individual profiles (e.g., socio-demographics, values, experience), and geographical origins. It explores how different pedagogical and communication mechanisms can stimulate content-related debate and facilitate learning about scientific ECCs.

This subproject delves into the rhetoric of controversies to explore how controversial debates unfold. It considers the relational, sequential and longitudinal construction of stances to analyze typical utterances of controversial debates (e.g., proof, refutation, politeness) and examine how these utterances are triggered, stabilize, transform and close.

This project investigates the role of English language proficiency in shaping non-native speakers’ motivations, attitudes, challenges, and learning outcomes in English-medium MOOCs. Bringing together survey data and interaction log data from thousands of learners, the project sheds light on how proficiency differences influence learners’ experiences and contribute to inequalities in access and performance. The findings highlight the importance of moving beyond the common practice of treating “non-native speakers” as a single, homogeneous group and instead considering the diverse profiles and needs of learners across proficiency levels.

This subproject investigates how argumentation skills affects the quality of interactions on MOOC discussion forums, as well as learning. Specifically, the goal of the subproject is to develop interventions aimed at teaching MOOC learners basics of argumentation knowledge and skills, and to test the efficacy of these interventions. Doing so, the subproject seeks to identify the specificities of MOOC platforms when it comes to the design, implementation, and assessment of argumentation-based interventions.