Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC

Forum discussions have been utilised widely as a means of facilitating learning interaction and social-knowledge construction in online learning. Much research has conducted on the instructional interventions that benefit asynchronous discussions. Role-playing, or assigning roles to discussants, proven effective promoting interactivity knowledge context both face-to-face However, rotating thousands learners massive open courses (MOOCs) preparing them act properly their sounds impractical MOOC instructors due work overload. The present study provided three types role assignment during various course offerings: fall offerings with no role-assignment, spring partial role-assignment summer full role-assignment. Through examination discussion patterns differences among 4,239 students 5,439 posts 56 forums, we suggest is full-role assignment. By few 10 roles, can leverage this strategy while minimising effort discussants moderating These behind scenes improve behavioural discussions.
 Implications for practice policy:
 
 teaching assistants quality manageable effort.
 platform leaders designers may explore work-smart strategies are viable without overburdening instructors.