Promoting Reflection in a Community-Oriented MOOC

Abstract

We examine approaches for fostering critical reflection in a community-oriented MOOC. We used a four-category coding scheme to analyze a sample of learners’ journal entries in a digital workbook tool, which was integrated into a MOOC on resilient teaching. Our analysis shows that learners engaged in high levels of reflection across all three weeks of the course. This study offers a promising approach for enabling deep learning and knowledge sharing in large-scale, open-access learning environments.