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Friday, December 6 • 11:00am - 11:30am
Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-level MOOCs (30m)

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MOOCs are poised to transform access to higher education for millions of people worldwide. From a pedagogical standpoint, a central question surrounding MOOCs involves how a reliance on peer interaction and review impacts student learning. The main objective of this study is to evaluate how peer-to-peer interactions through writing impact student learning in two introductory-level Coursera MOOCs offered through Duke University: one in the humanities (English Composition I) and one in the natural sciences (Introduction to Chemistry). We will collect and analyze student writing from five different areas of our MOOC platforms: peer review, discussion forum posts, assignments, student self-reflections in the quiz section, and class generated wikis. We will use this data to measure learning gains against course learning objectives and analyze data about student retention and success in each course. We are particularly interested in how peer-to-peer interactions through writing in introductory-level MOOCs impact the learning outcomes for less academically advanced and/or low-income learners. This research will address several key areas of interest posed by the MOOC Research Initiative: Student experiences and outcomes, Learning design, and Learner analytics.

Friday December 6, 2013 11:00am - 11:30am
Meeting Room 12

Attendees (6)