Abstract:
Discussion Forums (DF) of MOOCs have the potential to enhance learning experiences. These online social spaces, crucial for knowledge sharing and collaborative learning, can foster active participation and meaningful engagement among learners. This can be achieved by incorporating Learner Experience Interactions and orchestration dynamics, as prescribed in the Learner-Centric MOOC (LCM) Model. Community participation is an interesting and important feature, which can enhance DF engagement; however, it is not explored adequately. This ethnographic study explores the experiences and perspectives of a virtual Community of Practice (CoP) among Discussion Forum Moderators (DFMs). We investigate the strategies and practices employed by DFMs to enhance engagement in MOOC DF using participant observation and interviews. The results suggest that involvement in such a CoP positively impacts the DFMs' sense of belonging and identity, peer recognition and validation. These findings contribute to a deeper understanding of creating a CoP of DFMs to support learner engagement in MOOC DFs and offer practical insights for MOOC instructors, and learners. By implementing the identified strategies and considering the contextual factors influencing engagement, MOOC providers can create an interactive and inclusive learning environment through orchestration dynamics that foster active participation and knowledge exchange in DFs.
