Interaction and cognitive engagement: An analysis of four asynchronous online discussions
By E. Zhu. 2006
390 citations recorded by the source corpus.
Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.
Subfields: Computer Science Applications, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/cb50bf9bafc9ca9ff3b56d994e338edcf6f70101
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In Computer Science Applications
In Developmental and Educational Psychology
In Education
Citations in the corpus
- Asynchronous Discussion Forums: Success Factors, Outcomes, Assessments, and Limitations (2009, background): “Lastly, and related to the previous subsection, Zhu (2006) has found that high levels of interconnectedness between learners leading to higher levels of knowledge construction must be explicitly built into the discussion assignment and nurtured by the instructor.”
- Investigating students' perceptions of motivating factors of online class discussions (2017, background): “By carefully scaffolding student learning that uses appropriate questioning, learners can progress from a basic understanding to a more complex grasp of the course content (Zhu, 2006) and can enhance their own higher-order thinking skills.”
- Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “For example, Zhu (2006) studied engagement in online discussions using discourse analysis.”