Conceptual learning process of Corporate Social Responsibility: specific role of scientific input and content-related debates in a MOOC

de Montpellier d'Annevoie, Pauline;Swaen, Valérie;Frenay, Mariane
(2022) European Association for Research on Learning and Instruction SIG6&7 — Location: Zollikofen, Switzerland (22.August.2022)

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This paper investigates the development of knowledge about essentially contested concepts in Massive Open Online Course (MOOC). We aim to evaluate how the perceptions evolve with scientific input of academics and experts and content-related debates between individuals in a MOOC, in the light of two socio-constructivist theories: conceptual change and socio-cognitive conflict. We focus on two MOOCs on the concept of Corporate Social Responsibility (CSR), which is perceived differently among individuals and is subject of debates. We analyse the messages shared in the MOOC discussion forums and conduct semi-directed interviews with former learners to gather information about the potential evolution of their CSR perceptions and the role of the MOOC scientific content and of debates in forums in this process. 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
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de Montpellier d’Annevoie, P., Swaen, V., & Frenay, M. (2022). Conceptual learning process of Corporate Social Responsibility: specific role of scientific input and content-related debates in a MOOC. European Association for Research on Learning and Instruction SIG6&7, Zollikofen, Switzerland. https://hdl.handle.net/2078.5/268534