Cognitive Relations in Online Learning: Change of Cognitive Presence and Participation in Online Discussions Based on Cognitive Style
Saved in:
| Title: | Cognitive Relations in Online Learning: Change of Cognitive Presence and Participation in Online Discussions Based on Cognitive Style |
|---|---|
| Language: | English |
| Authors: | Sezgin, Sezan (ORCID |
| Source: | Participatory Educational Research. Jan 2021 8(1):344-361. |
| Availability: | Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cognitive Style, Computer Mediated Communication, Group Discussion, Student Participation, Correlation, Inquiry, Cognitive Processes, Group Dynamics, Online Courses, Models, Preservice Teachers, Teacher Education Programs, Communities of Practice, Personality Traits, State Universities, Persuasive Discourse, Phrase Structure, Word Frequency, Language Usage |
| Assessment and Survey Identifiers: | Group Embedded Figures Test |
| ISSN: | 2148-6123 |
| Abstract: | This study aims at investigating the change of cognitive presence (CP), which is one of the basic variables for effective learning in online discussions, based on the cognitive style. Cognitive styles of the participants were identified based on the group embedded figures test (GEFT). The participants of the study took part in online discussions for seven weeks. Content analysis was used to measure cognitive presence in students' online discussions. The analysis was based on practical inquiry (PI) model which defines four phases of cognitive presence. The data were also analysed using the nonparametric tests, Spearman Rhu correlation, and descriptive statistics. The findings indicate that, in regard to the cognitive presence of the participants, those phases with the highest frequency are found to be exploration and triggering event. It is also found that the CPs of the participants do not vary based on their cognitive styles. In addition, unlike what was reported by previous studies there are no significant differences between the number of words used by the participants and the rate of involvement in online discussions depending on their CPs. On the other hand, there are moderate and strong correlations between the participants' CP phases suggesting that the CP phases may be developed in relation to one another. Based on the findings, some suggestions are developed in regard to the scope of learning analytics and discussion dynamics concerning the discussion environments in online learning. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1277139 |
| Database: | ERIC |
| Abstract: | This study aims at investigating the change of cognitive presence (CP), which is one of the basic variables for effective learning in online discussions, based on the cognitive style. Cognitive styles of the participants were identified based on the group embedded figures test (GEFT). The participants of the study took part in online discussions for seven weeks. Content analysis was used to measure cognitive presence in students' online discussions. The analysis was based on practical inquiry (PI) model which defines four phases of cognitive presence. The data were also analysed using the nonparametric tests, Spearman Rhu correlation, and descriptive statistics. The findings indicate that, in regard to the cognitive presence of the participants, those phases with the highest frequency are found to be exploration and triggering event. It is also found that the CPs of the participants do not vary based on their cognitive styles. In addition, unlike what was reported by previous studies there are no significant differences between the number of words used by the participants and the rate of involvement in online discussions depending on their CPs. On the other hand, there are moderate and strong correlations between the participants' CP phases suggesting that the CP phases may be developed in relation to one another. Based on the findings, some suggestions are developed in regard to the scope of learning analytics and discussion dynamics concerning the discussion environments in online learning. |
|---|---|
| ISSN: | 2148-6123 |
