Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
Eunjung Oh, Department of Education Policy, Organization and Leadership University of Illinois at Urbana-Champaign ; Hyun Kim, Department of Professional Learning and Innovation Georgia College and State University
IRRODL Volume 17, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press
The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students’ cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners’ text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.
Oh, E. & Kim, H. (2016). Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity. The International Review of Research in Open and Distributed Learning, 17(5),. Athabasca University Press.
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Joshua DiPasquale & William Hunter
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 43, No. 2 (Dec 31, 2017)
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