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Cognitive Relations in Online Learning: Change of Cognitive Presence and Participation in Online Discussions Based on Cognitive Style

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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 0000-0002-0878-591X)
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
FullText Text:
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  Data: Cognitive Relations in Online Learning: Change of Cognitive Presence and Participation in Online Discussions Based on Cognitive Style
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  Data: <searchLink fieldCode="SO" term="%22Participatory+Educational+Research%22"><i>Participatory Educational Research</i></searchLink>. Jan 2021 8(1):344-361.
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  Data: Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
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  Data: 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.
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      – Text: English
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        PageCount: 18
        StartPage: 344
    Subjects:
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Group Discussion
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Inquiry
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Group Dynamics
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      – SubjectFull: Online Courses
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      – SubjectFull: Models
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Personality Traits
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      – SubjectFull: State Universities
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Phrase Structure
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      – SubjectFull: Word Frequency
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      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Group Embedded Figures Test
        Type: general
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      – TitleFull: Cognitive Relations in Online Learning: Change of Cognitive Presence and Participation in Online Discussions Based on Cognitive Style
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