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This working paper investigates the development of knowledge about Corporate Social Responsibility (CSR) in massive open online courses (MOOCs). As an essentially contested concept, CSR is perceived differently among individuals and is subject to debates. This represents a challenge for learning and teaching the concept, especially in an online environment. MOOCs are online educational platforms that are increasingly used nowadays, and we are wondering to what extent they allow for the confrontation and co-construction of knowledge needed to learn contested concepts such as CSR. We study the case of a MOOC teaching CSR with the aim to evaluate how the perceptions of participants evolve with scientific input of academics and experts and content-related debates between individuals in the course, in the light of two socio-constructivist theories: conceptual change and socio-cognitive conflict. We analyse the messages posted in the discussion forums of the MOOC and conduct interviews with former participants to gather information about the potential evolution of their perceptions throughout the MOOC and the source of this change. The expected contributions concern the discussion of the strengths and limitations of today’s MOOCs in the necessary co-construction of knowledge for learning essentially contested concepts such as CSR. In the broader context of education for sustainable development, we aim to contribute to improving the development of knowledge about CSR in order to enable individuals to make informed and relevant decisions in favour of a transition towards more sustainability.
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de Montpellier d’Annevoie, P., Swaen, V., & Frenay, M. (2023). Learning CSR through confrontation and co-construction of knowledge in MOOCs. Business & Society Research Seminar 2023, Rotterdam, The Netherlands. https://hdl.handle.net/2078.5/268136