COGNITIVE ENGAGEMENT IN ONLINE FORMATIVE ASSESSMENTS: EFFECTS OF ELABORATED FEEDBACK ACROSS SYNCHRONOUS AND ASYNCHRONOUS LEARNING.
Saved in:
| Title: | COGNITIVE ENGAGEMENT IN ONLINE FORMATIVE ASSESSMENTS: EFFECTS OF ELABORATED FEEDBACK ACROSS SYNCHRONOUS AND ASYNCHRONOUS LEARNING. |
|---|---|
| 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 |
Be the first to leave a comment!
