COGNITIVE ENGAGEMENT IN ONLINE FORMATIVE ASSESSMENTS: EFFECTS OF ELABORATED FEEDBACK ACROSS SYNCHRONOUS AND ASYNCHRONOUS LEARNING.
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| Title: | COGNITIVE ENGAGEMENT IN ONLINE FORMATIVE ASSESSMENTS: EFFECTS OF ELABORATED FEEDBACK ACROSS SYNCHRONOUS AND ASYNCHRONOUS LEARNING. |
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| Authors: | Pausawasdi, Nopphol1 nopphol.pau@mahidol.ac.th, Julthongpipat, Kanchalika1, Rumpagaporn, Methinee Wongwanich2 |
| Source: | Journal of Educators Online. May2026, Vol. 23 Issue 2, p1-15. 15p. |
| Subject Terms: | *Asynchronous learning, *Online education, *Formative evaluation, *Psychology of students, *Critical thinking, *Instructional systems design, Psychological techniques |
| Abstract: | Learner engagement remains a key challenge in online learning environments. Research suggests that formative assessment with elaborated feedback plays a crucial role in fostering cognitive engagement. This study examines learners’ perceptions of cognitive engagement when using online formative quizzes with automated elaborated feedback. A survey was conducted with 339 synchronous and asynchronous learners who engaged with the same set of quizzes. The study identified three key cognitive engagement behaviors: curiosity and concentration, the ability to apply new knowledge, and interaction richness. Findings indicate that over 90% of respondents perceived that the quizzes helped them concentrate, apply knowledge, and interact with online content. These results provide valuable insights for instructional designers and online educators and emphasize the importance of integrating meaningful response-contingent elaborated feedback at the right time to enhance learners’ higher-order thinking skills and confidence in online learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educators Online is the property of Journal of Educators Online 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 | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195131850 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: COGNITIVE ENGAGEMENT IN ONLINE FORMATIVE ASSESSMENTS: EFFECTS OF ELABORATED FEEDBACK ACROSS SYNCHRONOUS AND ASYNCHRONOUS LEARNING. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pausawasdi%2C+Nopphol%22">Pausawasdi, Nopphol</searchLink><relatesTo>1</relatesTo><i> nopphol.pau@mahidol.ac.th</i><br /><searchLink fieldCode="AR" term="%22Julthongpipat%2C+Kanchalika%22">Julthongpipat, Kanchalika</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rumpagaporn%2C+Methinee+Wongwanich%22">Rumpagaporn, Methinee Wongwanich</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educators+Online%22">Journal of Educators Online</searchLink>. May2026, Vol. 23 Issue 2, p1-15. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Learner engagement remains a key challenge in online learning environments. Research suggests that formative assessment with elaborated feedback plays a crucial role in fostering cognitive engagement. This study examines learners’ perceptions of cognitive engagement when using online formative quizzes with automated elaborated feedback. A survey was conducted with 339 synchronous and asynchronous learners who engaged with the same set of quizzes. The study identified three key cognitive engagement behaviors: curiosity and concentration, the ability to apply new knowledge, and interaction richness. Findings indicate that over 90% of respondents perceived that the quizzes helped them concentrate, apply knowledge, and interact with online content. These results provide valuable insights for instructional designers and online educators and emphasize the importance of integrating meaningful response-contingent elaborated feedback at the right time to enhance learners’ higher-order thinking skills and confidence in online learning environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educators Online is the property of Journal of Educators Online 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195131850 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1 Subjects: – SubjectFull: Asynchronous learning Type: general – SubjectFull: Online education Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Psychological techniques Type: general Titles: – TitleFull: COGNITIVE ENGAGEMENT IN ONLINE FORMATIVE ASSESSMENTS: EFFECTS OF ELABORATED FEEDBACK ACROSS SYNCHRONOUS AND ASYNCHRONOUS LEARNING. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pausawasdi, Nopphol – PersonEntity: Name: NameFull: Julthongpipat, Kanchalika – PersonEntity: Name: NameFull: Rumpagaporn, Methinee Wongwanich IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1547500X Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educators Online Type: main |
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