Main Article Content
Massive open online courses (MOOCs) have increasingly become an important element for individuals’ learning and development. However, MOOCs mainly concentrate on duplicating knowledge instead of constructing it. This research aims to explore the structure of the MOOCs for fostering the knowledge construction in which educational professional build, develop, share one another’ learning and reflections. This research focused on Coursera, a particular MOOC community, by drawing on the concepts of community of practice (CoP) as a theoretical lens. Three types of data were collected. The archival data consisted of the top and selected posts from online discussion forums, and the elicited data which was derived from over 60 interviews with Coursera learners. Meanwhile, field note data was extracted from 160 days of interaction with the participants. A qualitative research method using a netnographic methodology was employed. The findings contribute to the body of knowledge construction and online communities by providing an understanding of the domain, community and practice elements. The study on other elements such as the reinforcement of identity, formation of warrants and identification of mechanisms for legitimate peripheral participation can help to interpret the constitution of CoPs in MOOC. This research developed a Coursera community framework that generally makes a MOOC community more energetic to construct knowledge.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.
The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.
For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code
- Amemado, D., & Manca, S. (2017). Learning from decades of online distance education: MOOCs and the Community of Inquiry Framework. Journal of e-learning and Knowledge Society, 13(2).
- Azali, R. A., Quaddus, M., & Xu, J. (2009). Influencing Factors and the Role of Ict on Corporate Sustainability in Bahrain’s Service Industry: A Field Study Approach. Paper presented at the The 10th international conference of Social Implications of Computers in Developing Countries.
- Bey, A., Jermann, P., & Dillenbourg, P. (2018). A comparison between two automatic assessment approaches for programming: An empirical study on MOOCs. Journal of Educational Technology & Society, 21(2), 259-272.
- Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input (1st ed.). Watertown, MA: Pathfinder International Publications.
- Chen, K.-Z., & Yeh, H.-H. (2021). Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC. Australasian Journal of Educational Technology, 37(6), 41-60.
- Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25(3), 731-737.
- De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2010). Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction. Computers in Human Behavior, 26(4), 516-523.
- Deng, R., Benckendorff, P., & Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers & Education, 129, 48-60.
- Drobot, I.-A. (2023). FutureLearn and Coursera: Communication on Two MOOC Platforms.
- Fang, Y.-H., & Chiu, C.-M. (2010). In justice we trust: Exploring knowledge-sharing continuance intentions in virtual communities of practice. Computers in Human Behavior, 26(2), 235-246.
- Fields, D. A., & Kafai, Y. B. (2009). A connective ethnography of peer knowledge sharing and diffusion in a tween virtual world. International Journal of Computer-Supported Collaborative Learning, 4(1), 47-68.
- Gaebel, M. (2013). MOOCs Massive Open Online Courses. Retrieved from https://eua.eu/resources/publications/680:moocs-massive-open-online-courses.html
- Gamage, D., & Whitting, M. E. (2021). Together we learn better: leveraging communities of practice for MOOC learners. Paper presented at the Asian CHI Symposium 2021.
- Harasim, L. M. (1993). Global networks: Computers and international communication (1st ed.): MIT Press Publications.
- Held, C., Kimmerle, J., & Cress, U. (2012). Learning by foraging: The impact of individual knowledge and social tags on web navigation processes. Computers in Human Behavior, 28(1), 34-40.
- Keefer, J. (2009). Interview Questions Based on Wenger’s CoP Framework. Retrieved from http://silenceandvoice.com/2009/08/05/interview-questions-based-on-wengers-cop-framework/
- Kimmerle, J., Thiel, A., Gerbing, K.-K., Bientzle, M., Halatchliyski, I., & Cress, U. (2012). Knowledge construction in an outsider community: Extending the communities of practice concept. Computers in Human Behavior, 29(3), 1078–1090.
- Kozinets, R. V. (2010). Netnography. Doing ethnographic research online: SAGE.
- Kozinets, R. V. (2010). Netnography: The Marketer’s Secret Weapon. How Social Media.
- Kulavuz-Onal, D. (2013). English Language Teachers’ Learning to Teach with Technology through Participation in an Online Community of Practice: A Netnography of Webheads in Action. (Ph.D.). University of South FloridaFollow,
- Kumar, R. (2005). Research methodology: a step-by-step guide for beginners: Sage Publications Limited.
- Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (Vol. 2, pp. 63-82): American Psychological Association.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (1st ed.): Cambridge University Press Publications.
- Lee, A. S., & Baskerville, R. L. (2003). Generalizing generalizability in information systems research. Information systems research, 14(3), 221-243.
- Lin, F.-r., & Hsueh, C.-m. (2006). Knowledge map creation and maintenance for virtual communities of practice. Information Processing & Management, 42(2), 551-568.
- Mak, S., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a MOOC. Paper presented at the The Seventh International Conference on Networked Learning 2010, Denmark
- McMinn, S. (2021). The Role of Connectors in Supporting Knowledge Construction in xMOOC Learning Networks: A Mixed Methods Case Study. Lancaster University,
- Miniaoui, S., & Halaweh, M. (2011). FACEBOOK for CoP of Researchers: Identifying the Needs and Evaluating the Compatibility. Journal of technology management & innovation, 6(4), 106-120.
- Nguyen, L. Q. (2022). Learners’ satisfaction of courses on Coursera as a massive open online course platform: A case study. Frontiers in Education, 7. doi:10.3389/feduc.2022.1086170
- Ossiannilsson, E. (2021). MOOCS for Lifelong Learning, Equity, and Liberation. In MOOC (Massive Open Online Courses): IntechOpen.
- Pickard, L., Shah, D., & De Simone, J. (2018). Mapping microcredentials across MOOC platforms. Paper presented at the 2018 learning with MOOCS (LWMOOCS).
- Powell, S., & Yuan, L. (2013). MOOCs and Open Education: Implications for Higher Education. Retrieved from http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf. from University of Bolton.
- Rathee, N., & Bhardwaj, K. (2020). Understanding MOOCs (Massive Open Online Courses) and its Pedagogy to Use it as a Potential Solution for Learning. Voices of Teachers and Teacher Educators, 99.
- Saritas, M. T. (2006). Computer-mediated communication in higher education: An exploration of knowledge construction. (PhD). Capella University,
- Silva, L., Goel, L., & Mousavidin, E. (2009). Exploring the dynamics of blog communities: the case of MetaFilter. Information Systems Journal, 19(1), 55-81.
- Su, A., Yang, S. J., Hwang, W.-Y., & Zhang, J. (2010). A Web 2.0 based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & Education, 55(2), 752-766.
- Wang, L. (2010). Integrating communities of practice in e-portfolio assessment: Effects and experiences of mutual assessment in an online course. The Internet and Higher Education, 13(4), 267-271.
- Wasko, M. M. L., & Faraj, S. (2005). Why should I share? Examining social capital and knowledge contribution in electronic networks of practice. MIS Quarterly, 29(1), 35-57.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity (1st ed.): Cambridge University Press Publications.
- Wenger, E. (2001). Supporting communities of practice. Retrieved from
- Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge: Harvard Business Press.
- Xu, L., Wang, F., & Yu, B. (2018). Social network analysis of MOOC learners’ knowledge building. In Mobile and Ubiquitous Learning (pp. 363-377): Springer.
- Yin, R. K. (2013). Case study research: Design and methods: Sage publications.