The Relationships between Social Participatory Roles and Cognitive Engagement Levels in Online Discussions

Autor/inn/en	Ouyang, Fan; Chang, Yu-Hui
Titel	The Relationships between Social Participatory Roles and Cognitive Engagement Levels in Online Discussions
Quelle	In: British Journal of Educational Technology, 50 (2019) 3, S.1396-1414 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ouyang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12647
Schlagwörter	Correlation; Interaction; Cooperative Learning; Learning Theories; Asynchronous Communication; Computer Mediated Communication; Leadership Role; Student Participation; Peer Relationship; Social Cognition; Teaching Methods; Group Discussion; Learner Engagement; Cognitive Processes + Suchen Sie Ihr Suchwort? Korrelation; Interaktion; Kooperatives Lernen; Learning theory; Lerntheorie; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer-Beziehungen; Soziale Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Cognitive process; Kognitiver Prozess
Abstract	Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous online discussions. Results showed that students' social participatory role was a critical indicator of cognitive engagement level. Socially active students made more cognitive contributions to knowledge inquiry and knowledge construction. But there were exceptions: after taking leadership roles (i.e., discussion designers and facilitators), some students moved from peripheral participation to active participation. Second, there was a progressive development process: individual students' deep-level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction. Third, students had a tendency to keeping social-cognitive engagement patterns throughout discussions. Based on the result, this study proposed implications for collaborative learning theory, pedagogy support, and tool development. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01