Social learning theorists and educational constructivists have long proposed a central role for peer-to-peer interaction in learning, particularly in adult professional development (Brown, Collins & Duguid, 1989; Wenger, 1998, for example). This mixed methods study combines a quantitative analysis based on learner analytics and social network analysis (SNA) with surveys and interviews to explore and map peer-to-peer interactivity, its structure and segmentation within a large MOOC learning community. SNA is used to identify individuals highly central and influential within communication exchanges for a purposeful selection of participants in subsequent surveys and interviews. The purpose of this study is to describe the dynamics of peer-to-peer interaction in ad hoc, virtual learning activity in MOOCs, to build on existing theory regarding learning team productivity and cohesion, and to monitor and explore the behavior of key individuals, around whom ad hoc learning groups form online.
