Ammar Bahadur Singh

• Singh, Ammar Bahadur & Anders, Mørch (2024). Instructors’ Epistemic Intervention Strategies in MOOC Discussion Forums. Journal of Educators Online. ISSN 1547-500X. 21(1). doi: 10.9743/JEO.2024.21.1.5. Full text in Research Archive
• Singh, Ammar Bahadur & Haugsbakken, Halvdan Gaute Søvik (2023). Engendering Transformative Learning in an Institutional xMOOC. In Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Ed.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. doi: 10.1007/978-3-031-27758-0_6.
• Singh, Ammar Bahadur (2022). Examining students’ collaborative epistemic actions in a MOOC learning environment. Journal of University Teaching and Learning Practice. ISSN 1449-9789. 19(4).
• Singh, Ammar Bahadur & Engeness, Irina (2021). Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course. Культурно-историческая психология. ISSN 1816-5435. 17(2), p. 76–89. doi: 10.17759/chp.2021170208. Full text in Research Archive
• Engeness, Irina; Nohr, Magnus; Singh, Ammar Bahadur & Mørch, Anders Irving (2019). Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education. ISSN 1478-2103. 18(4), p. 497–516. doi: 10.1177/1478210319895189. Full text in Research Archive
• Singh, Ammar Bahadur & Mørch, Anders Irving (2018). An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo . Nordic Journal of Digital Literacy. ISSN 1891-943X. 13(1), p. 40–64. doi: 10.18261/issn.1891-943x-2018-01-04. Full text in Research Archive Show summary

  This paper explores pedagogical practices and participants’ engagement in learning activities during the first international Massive Open Online Course (MOOC) offered by the University of Oslo through the FutureLearn platform in 2015. The data were collected using pre- and post-course surveys and participant observations. We used the acquisition and participation metaphors of learning proposed by Sfard (1998) as a conceptual framework to inform our analyses and discussions. The data indicated that new pedagogical practices are in the making for online learning, involving elements of existing practices and radically new ones. The instructors had sole authority in developing and curating course contents, thus following the acquisition metaphor of teaching and learning. In addition, the data indicated that, overall, the learners had a positive experience of learning by participating in the MOOC. The learners engaged in online discussion forums, interacting asynchronously with fellow learners and mentors. The discussion forums promoted knowledge sharing and collaborative learning activities among diverse groups (joiners, surveyors, and social learners). The apparent contradiction between teaching according to the acquisition metaphor and the learners’ preferences for the participation metaphor was resolved by some of the learners through self-organised scaffolding. The teachers did not interact enough with the learners and so, to compensate, some learners took on facilitating roles. We discuss our findings in terms of the related work and contemporary trends in online learning and higher education research, including learning analytics, formative assessment, personalization, collaboration support, and lifelong learning.

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• Singh, Ammar Bahadur (2018). Assessing the role of massive open online courses (MOOCs) in higher education: opportunities and challenges for learning. NELTA ELT Forum. ISBN 978-9937-2-92634.

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• Singh, Ammar Bahadur (2022). A framework for transformative learning in a digital collaborative learning environment.
• Singh, Ammar Bahadur (2022). (Re-)constructing an institutional xMOOC: implications of students’ perspectives for transformative online pedagogy.
• Singh, Ammar Bahadur & Engeness, Irina (2022). Dialectical epistemic activities in a MOOC learning environment .
• Nohr, Magnus & Singh, Ammar Bahadur (2021). VIDEOS IN THE ICTMOOC AS RESOURCES FOR LEARNING AND DEVELOPMENT OF TEACHER TRANSFORMATIVE DIGITAL AGENCY.
• Singh, Ammar Bahadur (2021). Learning and conceptual understanding .
• Singh, Ammar Bahadur & Engeness, Irina (2021). Examining instructors’ role in facilitating students’ learning process in the ICTPED MOOC .
• Singh, Ammar Bahadur (2021). Dilemmas in Case Study Research Design in Online Micro-Pedagogical Activities: A Case of a MOOC .
• Singh, Ammar Bahadur (2021). Making Sense of Collaborative Learning Practices in the ICTPED MOOC.
• Singh, Ammar Bahadur (2016). Learning through MOOCs. Guest blogger for Higher Education Development Association (Hedda). http://uv-net.uio.no/hedda/?p=15548.
• Singh, Ammar Bahadur (2014). Tuition fees for non-EU/EEA students in Norway: Who will bear the brunt of it? Higher Education Development (Hedda) http://uv-net.uio.no/hedda/?p=14515.
• Singh, Ammar Bahadur (2016). Learning through Massive Open Online Courses (MOOCs): A case of the first international MOOC delivered by UiO in 2015. Universitetet i Oslo.

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