Participants of the conference will be presented with findings from a 2015 Twitter dataset, which identifies the agentic implementers. Furthermore, they will be provided with a critique of the term MOOC and its constructions from the empirical data. Using data analytics and discourse analysis the study explores the #MOOC-related discourses of these implementers and the agendas which were constructed and pursued within the Twittersphere using this hashtag. Findings indicate that social media containing the #MOOC identifier, when conceptualized as an information network (Myers et al, 2014), is dominated by macro-level actors i.e. course and platform providers. However, when a social network frame of analysis is adopted the dataset reveals individuals who are influencing the #MOOC agenda e.g. researchers and educational commentators, supporting the notion of a subculture of scholarly networks referred to as “academic Twitter” (Stewart, 2017). Significantly, the low presence of teachers and learners in the #MOOC dataset is contrary to assumptions of previous research (Shen & Kuo, 2015). This finding prompts further research to investigate Twitter’s use and MOOCs to support learning and teaching.
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