Beyond the process: A novel analytical model to examine knowledge construction in MOOC forums

The analysis of learners' discussions in the forums of massive open online courses (MOOCs) often prioritises the socio-cognitive processes that learners mobilise to construct knowledge. This study goes beyond the analysis of process to study the knowledge constructed. We examine learners' MOOC forum discussions (N = 300) to uncover the potential dialogues that emerge and identify the key features of the concepts discussed. All discussions centre on essentially contested concepts (ECCs). To analyse learners' discussions, we introduce and evaluate a novel analytical model. Using a case-study approach, we applied our Learners' Online Discussions Analysis Model (LODAM) to analyse learners’ discussions across two MOOCs. Discussions are analysed in relation to the pedagogical design of the forums. In addition, we employ a corpus linguistic technique to study the key features of the ECCs discussed. Results show that learners do not engage in competition when discussing the key contested features of ECCs. Instead, discussions are characterised by collaboration and explanation. Furthermore, specific features are regularly discussed whereas others are largely ignored. To some extent, the design of the forums can help learners engage in collaboration. This study offers new insights into the construction of conceptual knowledge in MOOC forums. This study also illustrates how computational tools and frameworks like LODAM can help to enhance the pedagogical design of technology-enhanced learning environments.