Understanding cognitive engagement in virtual discussion boards.
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| Title: | Understanding cognitive engagement in virtual discussion boards. |
|---|---|
| Authors: | Burke, Ryan A1 (AUTHOR) rb4se@virginia.edu, Jirout, Jamie J1 (AUTHOR), Bell, Bethany A1 (AUTHOR) |
| Source: | Active Learning in Higher Education. Mar2025, Vol. 26 Issue 1, p157-176. 20p. |
| Subject Terms: | *Educational technology, *Abstract thought, *Education students, *Higher education, *Student teaching, *Student engagement |
| Abstract: | Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual discussion boards, but prior research has not analyzed the responses themselves. This study explores higher education students' cognitive engagement when posting to asynchronous online discussions, investigating the levels and types of engagement for both written and video responses. Student responses were qualitatively coded based on themes that aligned with the ICAP framework of cognitive engagement. Descriptive and quantitative analyses were used to understand the types of cognitive engagement observed in online discussions, differences in video and written posts or when they had a choice in how to respond, and if patterns existed throughout the course. Results suggest that students do show deep levels of cognitive engagement in asynchronous discussions, in both written and video posts. Students exhibited deeper levels of cognitive engagement when they were given the choice in how to respond. There were no patterns over time in the course in cognitive engagement within students across the written and video posts. The structure and instructions of the prompts themselves may be important for eliciting deeper levels of responses. More explicit prompting for students to engage in deeper reflections or abstract thinking may help students engage with course content at a deeper level. [ABSTRACT FROM AUTHOR] |
| Copyright of Active Learning in Higher Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183891749 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Understanding cognitive engagement in virtual discussion boards. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burke%2C+Ryan+A%22">Burke, Ryan A</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rb4se@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Jirout%2C+Jamie+J%22">Jirout, Jamie J</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bell%2C+Bethany+A%22">Bell, Bethany A</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Active+Learning+in+Higher+Education%22">Active Learning in Higher Education</searchLink>. Mar2025, Vol. 26 Issue 1, p157-176. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Abstract+thought%22">Abstract thought</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+students%22">Education students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teaching%22">Student teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual discussion boards, but prior research has not analyzed the responses themselves. This study explores higher education students' cognitive engagement when posting to asynchronous online discussions, investigating the levels and types of engagement for both written and video responses. Student responses were qualitatively coded based on themes that aligned with the ICAP framework of cognitive engagement. Descriptive and quantitative analyses were used to understand the types of cognitive engagement observed in online discussions, differences in video and written posts or when they had a choice in how to respond, and if patterns existed throughout the course. Results suggest that students do show deep levels of cognitive engagement in asynchronous discussions, in both written and video posts. Students exhibited deeper levels of cognitive engagement when they were given the choice in how to respond. There were no patterns over time in the course in cognitive engagement within students across the written and video posts. The structure and instructions of the prompts themselves may be important for eliciting deeper levels of responses. More explicit prompting for students to engage in deeper reflections or abstract thinking may help students engage with course content at a deeper level. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Active Learning in Higher Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/14697874241230991 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 157 Subjects: – SubjectFull: Educational technology Type: general – SubjectFull: Abstract thought Type: general – SubjectFull: Education students Type: general – SubjectFull: Higher education Type: general – SubjectFull: Student teaching Type: general – SubjectFull: Student engagement Type: general Titles: – TitleFull: Understanding cognitive engagement in virtual discussion boards. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burke, Ryan A – PersonEntity: Name: NameFull: Jirout, Jamie J – PersonEntity: Name: NameFull: Bell, Bethany A IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14697874 Numbering: – Type: volume Value: 26 – Type: issue Value: 1 Titles: – TitleFull: Active Learning in Higher Education Type: main |
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