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Vitomir Kovanovic - One of the best experts on this subject based on the ideXlab platform.
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analytics of communities of inquiry effects of learning technology use on cognitive presence in asynchronous Online Discussions
Internet and Higher Education, 2015Co-Authors: Vitomir Kovanovic, Dragan Gasevic, Srecko Joksimovic, Marek Hatala, Olusola AdesopeAbstract:Abstract This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous Online Discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.
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externally facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous Online Discussions
Internet and Higher Education, 2015Co-Authors: Dragan Gasevic, Vitomir Kovanovic, Srecko Joksimovic, Olusola AdesopeAbstract:Abstract This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student Online Discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in Online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-Online course ( N = 82) using six offerings of the course. After performing a quantitative content analysis of Online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications.
Jennifer C. Richardson - One of the best experts on this subject based on the ideXlab platform.
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the development of a content analysis model for assessing students cognitive learning in asynchronous Online Discussions
Educational Technology Research and Development, 2011Co-Authors: Dazhi Yang, Jennifer C. Richardson, Brian F French, James Daniel LehmanAbstract:The purpose of this study was to develop and validate a content analysis model for assessing students’ cognitive learning in asynchronous Online Discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were employed sequentially for data analysis and interpretation. Specifically, the design was a “sequential exploratory” (QUAL → quan) design with priority given to qualitative data and methods. Qualitative data were 800 Online postings collected in two Online courses. Quantitative data were 803 Online postings from the same two courses but from different discussion topics and different weeks. During the qualitative process, a grounded theory approach was adopted to construct a content analysis model based on qualitative data. During the quantitative process, χ2 tests and confirmative factor analysis (CFA) which used Online postings as cases or observations and was the first of its kind were performed to test if the new model fit the quantitative data.
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Investigating students' level of critical thinking across instructional strategies in Online Discussions
Internet and Higher Education, 2010Co-Authors: Jennifer C. Richardson, Phil IceAbstract:Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the purpose of the study three instructional strategies used in the development and implementation of Online discussion questions were examined: a case-based discussion, a debate, and an open-ended (or topical) discussion. Using a mixed method approach, the study focused on critical thinking levels as described in the Community of Inquiry (CoI) framework and operationalized in the Practical Inquiry Model (PIM). The study investigated (1) participants' preferred instructional strategy and rationales for the selection, (2) the contribution of student background and demographic criteria to students' preferred instructional strategy, (3) the contribution of students' strategy preferences in predicting level of critical thinking, based on the Practical Inquiry Model's (PIM) indicators, and (4) comparisons of participants' critical thinking levels across instructional strategies. Implications for the design of Online Discussions that foster critical thinking are discussed. © 2009 Elsevier Inc. All rights reserved.
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investigating students level of critical thinking across instructional strategies in Online Discussions
Internet and Higher Education, 2010Co-Authors: Jennifer C. RichardsonAbstract:Abstract Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the purpose of the study three instructional strategies used in the development and implementation of Online discussion questions were examined: a case-based discussion, a debate, and an open-ended (or topical) discussion. Using a mixed method approach, the study focused on critical thinking levels as described in the Community of Inquiry (CoI) framework and operationalized in the Practical Inquiry Model (PIM). The study investigated (1) participants' preferred instructional strategy and rationales for the selection, (2) the contribution of student background and demographic criteria to students' preferred instructional strategy, (3) the contribution of students' strategy preferences in predicting level of critical thinking, based on the Practical Inquiry Model's (PIM) indicators, and (4) comparisons of participants' critical thinking levels across instructional strategies. Implications for the design of Online Discussions that foster critical thinking are discussed.
Brinda Oogarah-pratap - One of the best experts on this subject based on the ideXlab platform.
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Developing and implementing asynchronous Online Discussions to facilitate deep learning among trainee teachers in a non-western and non-native English speaking setting
2011Co-Authors: Brinda Oogarah-pratapAbstract:This study examined how to develop and implement asynchronous Online Discussions using design principles and guidelines drawn from constructivist principles such that deep learning is facilitated among non-western trainee teachers who are non-native English speakers. The study was conducted among eleven non-native English speaking trainee teachers in a non-western learning context. Reeves' model of design-based research (DBR) was chosen to guide the research design of the study. This approach allowed the researcher to design and implement Online Discussions based on design principles and guidelines that were progressively and iteratively tested and refined. The study consisted of four phases, namely identification of a practical problem, development of an Online discussion based on draft design principles, testing and refinement of the design principles, and reflection to develop contextually sensitive design principles. Mixed methods of data collection and analysis were used during the different phases of the study. Data from literature review, questionnaires, Online discussion transcripts, semi-structured interviews and a reflective log were gathered and analysed during the different phases of the study. The degree and nature of the tutor's Online interaction were influenced by trainees' mixed conceptions about teaching and learning. The findings revealed that the tutor should encourage and guide trainees to express their disagreements and objections clearly and politely to maintain a sense of safety and trust, and to promote active and meaningful Online interaction. To address language barriers, adequate time should be allowed for reading and interpreting learning materials and postings. Moreover, focus should be on clear formulation of ideas, using the appropriate wordings and tone rather than on the grammar, spelling and punctuation. The provision of marks and clear assessment criteria are also important. Content analysis of trainee's Online postings using Henri's model showed that there were more deep level postings than surface level postings. It can thus be concluded that when culture and language are given due consideration in the formulation of design principles and guidelines drawn from constructivist principles, Online Discussions can facilitate deep learning among non-western and non-native English speaking students. The findings also suggest that DBR is an appropriate research approach to explore and develop effective design principles for Online Discussions. The revised design principles and guidelines have theoretical and practical implications for tutors designing and implementing Online Discussions to facilitate deep learning among non-western or culturally diverse groups of students who are non-native English speakers.
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The Use of Issue-Based Asynchronous Online Discussions to Supplement In-Class Discussions among Non-Native English Speaking Trainee Teachers
The International Journal of Learning: Annual Review, 2009Co-Authors: Brinda Oogarah-pratapAbstract:This study examined how to develop and implement asynchronous Online Discussions using design principles and guidelines drawn from constructivist principles such that deep learning is facilitated among non-western trainee teachers who are non-native English speakers. The study was conducted among eleven non-native English speaking trainee teachers in a non-western learning context. Reeves' model of design-based research (DBR) was chosen to guide the research design of the study. This approach allowed the researcher to design and implement Online Discussions based on design principles and guidelines that were progressively and iteratively tested and refined.\ud \ud The study consisted of four phases, namely identification of a practical problem, development of an Online discussion based on draft design principles, testing and refinement of the design principles, and reflection to develop contextually sensitive design principles. Mixed methods of data collection and analysis were used during the different phases of the study. Data from literature review, questionnaires, Online discussion transcripts, semi-structured interviews and a reflective log were gathered and analysed during the different phases of the study. The degree and nature of the tutor's Online interaction were influenced by trainees' mixed conceptions about teaching and learning. The findings revealed that the tutor should encourage and guide trainees to express their disagreements and objections clearly and politely to maintain a sense of safety and trust, and to promote active and meaningful Online interaction. To address language barriers, adequate time should be allowed for reading and interpreting learning materials and postings. Moreover, focus should be on clear formulation of ideas, using the appropriate wordings and tone rather than on the grammar, spelling and punctuation. The provision of marks and clear assessment criteria are also important.\ud \ud Content analysis of trainee's Online postings using Henri's model showed that there were more deep level postings than surface level postings. It can thus be concluded that when culture and language are given due consideration in the formulation of design principles and guidelines drawn from constructivist principles, Online Discussions can facilitate deep learning among non-western and\ud non-native English speaking students. The findings also suggest that DBR is an appropriate research approach to explore and develop effective design principles for Online Discussions. The revised design principles and guidelines have theoretical and practical implications for tutors designing and implementing Online Discussions to facilitate deep learning among non-western or culturally diverse groups of students who are non-native English speakers
Olusola Adesope - One of the best experts on this subject based on the ideXlab platform.
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analytics of communities of inquiry effects of learning technology use on cognitive presence in asynchronous Online Discussions
Internet and Higher Education, 2015Co-Authors: Vitomir Kovanovic, Dragan Gasevic, Srecko Joksimovic, Marek Hatala, Olusola AdesopeAbstract:Abstract This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous Online Discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.
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externally facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous Online Discussions
Internet and Higher Education, 2015Co-Authors: Dragan Gasevic, Vitomir Kovanovic, Srecko Joksimovic, Olusola AdesopeAbstract:Abstract This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student Online Discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in Online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-Online course ( N = 82) using six offerings of the course. After performing a quantitative content analysis of Online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications.
Ya-ting C. Yang - One of the best experts on this subject based on the ideXlab platform.
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A catalyst for teaching critical thinking in a large university class in Taiwan: asynchronous Online Discussions with the facilitation of teaching assistants
Educational Technology Research and Development, 2008Co-Authors: Ya-ting C. YangAbstract:This study was designed to investigate the effects of teaching critical thinking skills (CTS) in a large class through asynchronous discussion forums (ADFs) with the facilitation of teaching assistants. A pretest and posttest quasi-experimental design with a comparison group was employed to validate the effectiveness of the proposed approach. The independent variable was the structured ADFs with two levels—without Socratic dialogues, and with Socratic dialogues, modeled and facilitated by the teaching assistants via structured ADFs, while the dependent variable was the students’ levels of CTS as measured by two different evaluations: (a) the California Critical Thinking Skills Test, to holistically examine students’ gains in their CTS, and (b) the Coding Scheme for Evaluating Critical Thinking in Computer Conferencing, to investigate students’ interaction patterns and the depth of their critical thinking (CT) demonstrated via the ADF. The evaluation data were collected from 278 college students in Taiwan. The qualitative analysis provided a detailed description of how students’ Discussions moved from the lower to the higher phases of CT. Results indicated that an inspired instructor and some energetic teaching assistants who use Socratic dialogues during small-group Online Discussions can successfully develop students’ CTS in a large university class.