- 期刊
Students' Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective
摘要
Grounded on constructivism, mining a complex mix of social and cognitive interrelations is key to understanding collaborative discussion in online learning. A single examination of one of these factors tends to overlook the impact of the other factor on learning. In this paper, we innovatively constructed a social-cognitive engagement setting to jointly characterize social and cognitive aspects. In the online discussion forum, this study jointly characterized students' social and cognitive aspects to investigate interactive patterns of different social-cognitive engagements and social-cognitive engagement evolution across four periods (i.e., creation, growth, maturity, and death). Multi-methods including social network analysis, content analysis, epistemic network analysis, and statistical analysis was applied in this study. The results showed that the interactive patterns of social-cognitive engagement were affected by both social network position and cognitive level. In particular, students' social network position was a vital indicator for the contributions to cognitive level of students, and cognitive level affected the related interactions to some extent. In addition, this study found a nonlinear evolutionary development of students' social-cognitive engagement. Furthermore, maturity is a critical period on which teachers should focus, as the co-occurrence of social-cognitive engagement reaches a maximum level in this period. Based on the results, this multi-perspective analysis including social and cognitive aspects can provide insightful methodological implications and practical suggestions for teachers in conducting in-depth interactive discussions.
延伸閱讀
- Lu, J. (2012). Using social networking environments to support learning engagement inhigher education [doctoral dissertation, The University of Hong Kong]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0029-0511201300009445
- Lu, J. (2012). Using social networking environments to support learning engagement inhigher education [doctoral dissertation, The University of Hong Kong]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0029-1812201200020105
- 鄭曉楓（2023）。Psychological Experience of Social Media Use among Young People: An Example from University Students。教育心理學報，54(3)，663-683。https://doi.org/10.6251/BEP.202303_54(3).0007
- Lee, C. I., Hsieh, Y. C., & Hwang, G. J. (2011). A Study of an Inquiry-Based Learning Approach on College Students' Online Problem-Solving Abilities. 數位學習科技期刊, 3(4), 65-90. https://www.airitilibrary.com/Article/Detail?DocID=P20170615002-201110-201706220020-201706220020-65-90
- 于富雲、蘇嘉鈴（2016）。Content Analysis of Online Undergraduate Student-Generated Questions and the Development of Its Creativity Indicators。教育實踐與研究，29(1)，97-137。https://www.airitilibrary.com/Article/Detail?DocID=19935633-201606-201606280021-201606280021-97-137