Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

Autor/inn/en	Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi
Titel	Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study
Quelle	In: Educational Technology Research and Development, 65 (2017) 2, S.301-323 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9471-4
Schlagwörter	Cognitive Processes; Electronic Journals; Student Journals; Web Based Instruction; Cooperative Learning; Problem Solving; Peer Evaluation; Role Playing; Peer Teaching; Tutoring; Educational Strategies; Learning Activities; Computer Mediated Communication; Data Analysis; Content Analysis; Sequential Approach; Student Behavior; Comprehension; Creativity; Statistical Analysis + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; E-Journal; Studentenzeitung; Web Based Training; Kooperatives Lernen; Problemlösen; Rollenspiel; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Lehrstrategie; Lernaktivität; Computerkonferenz; Auswertung; Inhaltsanalyse; Schrittfolge; Student behaviour; Schülerverhalten; Verstehen; Verständnis; Kreativität; Statistische Analyse
Abstract	Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional strategies; nonetheless, relatively little attention has been paid to illustrating the learners' cognitive processing and behavioral patterns in the learning process. Nowadays, with the proliferation of information technology, behavior and interaction of learners can be conveniently documented and analyzed. The aim of this study is to propose a new approach examining the learning process. This study designed a four-week collaborative learning activity involving four widely used instructional strategies, i.e. problem solving, peer assessment, role playing and peer tutoring. Blogs were used to support students' collaboration. A total of 9843 discussion messages were retrieved for data analysis. Quantitative content analysis and lag sequential analysis were employed to explore the content structure and behavioral patterns demonstrated in students' online discussions. The results showed that students exhibited relatively more cognitive process of "understand" under peer assessment and peer tutoring instructional strategies. Meanwhile, students showed relatively more cognitive process of "create" under problem solving and role playing strategies. Implications of the findings and suggestions for subsequent work are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01