Literaturnachweis - Detailanzeige
Autor/inn/en | Ouyang, Fan; Dai, Xinyu |
---|---|
Titel | Using a Three-Layered Social-Cognitive Network Analysis Framework for Understanding Online Collaborative Discussions |
Quelle | In: Australasian Journal of Educational Technology, 38 (2022) 1, S.164-181 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ouyang, Fan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1449-5554 |
Schlagwörter | Social Cognition; Social Networks; Network Analysis; Epistemology; Cooperative Learning; Learning Theories; Computer Mediated Communication; Student Role; Student Participation; Cognitive Structures; Undergraduate Students; Educational Technology; Computer Assisted Instruction; Foreign Countries; Videoconferencing; China Soziale Kognition; Social network; Soziales Netzwerk; Netzplantechnik; Erkenntnistheorie; Kooperatives Lernen; Learning theory; Lerntheorie; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cognitive structure; Kognitive Struktur; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Ausland |
Abstract | Understanding the relationship between social and cognitive engagement has critical implications for collaborative learning theory, pedagogy and analytics. This study proposed a three-layered social-cognitive network analysis framework for examining the relationship between students' social and cognitive engagement from summative, epistemic and micro-level perspectives within online collaborative discussions. A multi-method approach was used, consisting of social network analysis, quantitative content analysis, statistical analysis, epistemic network analysis and social-cognitive network visualisation. The results showed that from a summative perspective, students' social participatory roles were critical indicators of their level of cognitive engagement. From an epistemic perspective, socially active students tended to shift towards more group-level cognitive structure, while inactive students showed a decreasing individual-level cognitive structure throughout the discussion duration. From a micro-level perspective, a large proportion of individual students showed continually changing social participatory roles with fluctuating cognitive engagement levels. The findings have implications for collaborative learning theory, pedagogy support and learning analytics. (As Provided). |
Anmerkungen | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |