Effects of Discussion Representation: Comparisons between Social and Cognitive Diagrams

Autor/inn/en	Kwon, Kyungbin; Park, Su Jin
Titel	Effects of Discussion Representation: Comparisons between Social and Cognitive Diagrams
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 45 (2017) 4, S.469-491 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwon, Kyungbin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-017-9412-6
Schlagwörter	Comparative Analysis; Thinking Skills; Group Discussion; Online Courses; Graduate Students; Computer Mediated Communication; Electronic Learning; Interaction; Social Cognition; Graduate Study; Cooperative Learning + Suchen Sie Ihr Suchwort? Denkfähigkeit; Gruppendiskussion; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Computerkonferenz; Interaktion; Soziale Kognition; Kooperatives Lernen
Abstract	An online discussion facilitates students' higher order thinking in online classes, especially when adopted with the instructor's guidance. The current experimental study examined the effects of two different discussion representation tools (social and cognitive diagrams) on students' discussion behaviors. The social diagram emphasized interactivity of participants by illustrating who posted messages and who replied. The cognitive diagram described how discussion topic evolved by summarizing main topics discussed. Thirteen graduate students enrolled in an online graduate course participated in the study. While analyzing five instructional cases, students were asked to discuss each case in a group that the instructor assigned randomly. For each case, one group was provided with the social diagram whereas the other with the cognitive diagram. Major findings revealed both tools facilitated online discussion activities as the instructor intended: the social diagram turned out to promote socially desirable responses while the cognitive diagram produced more cognitively desirable responses. Further studies on how the two types of discussion diagrams can be integrated in online discussions will be needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01