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What if Online Students Take on the Responsibility: Students' Cognitive Presence and Peer Facilitation Techniques

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Title: What if Online Students Take on the Responsibility: Students' Cognitive Presence and Peer Facilitation Techniques
Language: English
Authors: Chen, Ye, Lei, Jing, Cheng, Jiaming
Source: Online Learning. Mar 2019 23(1):37-61.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Content Analysis
ISSN: 2472-5749
Abstract: The purpose of this study was to investigate the characteristics of online students' cognitive presence in a peer-facilitated discussion environment, and to identify the peer facilitation techniques that can enhance cognitive presence development. In this study, 738 discussion messages were examined by both qualitative and quantitative content analysis. It was revealed that although cognitive presence was detected in most discussion messages, it was exhibited at a relatively lower level. The involvement of peer facilitators was found to correlate with students' higher-level cognitive presence. It was found that asking initiating questions of a specific type by peer facilitators can positively affect the level of cognitive presence. In addition, a variety of the peer facilitation techniques were systematically studied to identify their effects on students' cognitive presence.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1210949
Database: ERIC
FullText Links:
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  Data: What if Online Students Take on the Responsibility: Students' Cognitive Presence and Peer Facilitation Techniques
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Ye%22">Chen, Ye</searchLink><br /><searchLink fieldCode="AR" term="%22Lei%2C+Jing%22">Lei, Jing</searchLink><br /><searchLink fieldCode="AR" term="%22Cheng%2C+Jiaming%22">Cheng, Jiaming</searchLink>
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: The purpose of this study was to investigate the characteristics of online students' cognitive presence in a peer-facilitated discussion environment, and to identify the peer facilitation techniques that can enhance cognitive presence development. In this study, 738 discussion messages were examined by both qualitative and quantitative content analysis. It was revealed that although cognitive presence was detected in most discussion messages, it was exhibited at a relatively lower level. The involvement of peer facilitators was found to correlate with students' higher-level cognitive presence. It was found that asking initiating questions of a specific type by peer facilitators can positively affect the level of cognitive presence. In addition, a variety of the peer facilitation techniques were systematically studied to identify their effects on students' cognitive presence.
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      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 37
    Subjects:
      – SubjectFull: Student Responsibility
        Type: general
      – SubjectFull: Discussion Groups
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Asynchronous Communication
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Discovery Learning
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Content Analysis
        Type: general
    Titles:
      – TitleFull: What if Online Students Take on the Responsibility: Students' Cognitive Presence and Peer Facilitation Techniques
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            NameFull: Chen, Ye
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            NameFull: Lei, Jing
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            NameFull: Cheng, Jiaming
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              Y: 2019
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