MOOC Forums, Expertise, Warranting, Identity, Digital Learning, Cognitive Engagement, Social Presence, Discourse Analysis

The chapter presents insights into the field of digital media in education, specifically, how Massive Open Online Courses discussion forums exemplify the cognitive, social, and pedagogical issues within which a synthesis of research on identity and expertise in digital learning spaces will be presented. Proved effective and rich spaces for collaborative knowledge construction in Massive Open Online Courses, the discussion forum also represents a significant opportunity for research into learning through digital media and, in particular, the construction of expertise identity. To explore strategies related to expert identity building, the chapter adopts a corpus-based discourse-analytical perspective to observe the warranting strategies used to create expertise. Discussion forum posts display a strong focus on explanation, reasoning, and evaluation but these cognitively demanding posts are rarely framed in overtly authoritative or confident terms. Learners present knowledge cautiously, often embedding explanations within hedged advice, balancing claims with optional suggestions, or self-positioning as peer learners.

The chapter presents insights into the field of digital media in education, specifically, how Massive Open Online Courses discussion forums exemplify the cognitive, social, and pedagogical issues within which a synthesis of research on identity and expertise in digital learning spaces will be presented. Proved effective and rich spaces for collaborative knowledge construction in Massive Open Online Courses, the discussion forum also represents a significant opportunity for research into learning through digital media and, in particular, the construction of expertise identity. To explore strategies related to expert identity building, the chapter adopts a corpus-based discourse-analytical perspective to observe the warranting strategies used to create expertise. Discussion forum posts display a strong focus on explanation, reasoning, and evaluation but these cognitively demanding posts are rarely framed in overtly authoritative or confident terms. Learners present knowledge cautiously, often embedding explanations within hedged advice, balancing claims with optional suggestions, or self-positioning as peer learners.