Abstract
The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students' cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners' text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 28-48 |
| Number of pages | 21 |
| Journal | International Review of Research in Open and Distance Learning |
| Volume | 17 |
| Issue number | 5 |
| State | Published - 2016 |
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Keywords
- Argumentation
- Audio-based discussion
- Online discussion
ASJC Scopus subject areas
- Education
Cite this
Understanding cognitive engagement in online discussion : Use of a scaffolded, audio-based argumentation activity. / Oh, Eunjung; Kim, Hyun Song.
In: International Review of Research in Open and Distance Learning, Vol. 17, No. 5, 2016, p. 28-48.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Understanding cognitive engagement in online discussion
T2 - Use of a scaffolded, audio-based argumentation activity
AU - Oh, Eunjung
AU - Kim, Hyun Song
PY - 2016
Y1 - 2016
N2 - The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students' cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners' text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.
AB - The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students' cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners' text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.
KW - Argumentation
KW - Audio-based discussion
KW - Online discussion
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UR - http://www.scopus.com/inward/citedby.url?scp=84991627426&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84991627426
VL - 17
SP - 28
EP - 48
JO - International Review of Research in Open and Distance Learning
JF - International Review of Research in Open and Distance Learning
SN - 1492-3831
IS - 5
ER -