scholarly journals The Impact of Roles Assignment on the Quality of Online Case-Based Discussion

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Larisa Olesova ◽  
Margaret Slavin
Keyword(s):  
Community Of Inquiry ◽  
Role Playing ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Role Assignment ◽  
Asynchronous Online Discussions ◽  
Research Questions ◽  
The Impact ◽  
Case Based

The role assignment is an increasingly popular approach for facilitating and evaluating asynchronous online discussions (Strijbos & Weinberger, 2010), with aspirations to enhance students' cognitive presence. However, simply assigning roles may not improve knowledge construction, engagement, or interaction necessary to achieve this goal. Cognitive presence is a critical facet of the community of inquiry, rooted in the critical thinking literature, and is operationalized by the practical inquiry model for assessment purposes (Garrison, Anderson, & Archer, 2001).This presentation will share the methods and results of a study investigating changes in the level of cognitive presence while students played roles (starter, wrapper, and skeptic) in asynchronous online case-based discussions. The study was conducted during fall 2013, spring 2014 and summer 2014 in NUTR 295-DL at George Mason University. The research questions for this study were, "What is the impact of role playing on the level of cognitive presence? How is cognitive presence expressed across different roles played by students when they participate in asynchronous online discussion?"

The Impact of Role Assignment on Cognitive Presence in Asynchronous Online Discussion

2017 ◽  
pp. 19-39
Author(s):  
Larisa Olesova ◽  
Jieun Lim
Keyword(s):  
Learning Environments ◽  
Instructional Strategy ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Role Assignment ◽  
Threaded Discussions ◽  
Nutrition Course ◽  
Asynchronous Online Learning ◽  
Asynchronous Online Discussions ◽  
The Impact

This study examined the impact of role assignment on cognitive presence when students participated in asynchronous online threaded discussions. A mixed methods design was used to investigate changes in the levels of cognitive presence while the students participated in an online introductory nutrition course. This study found evidence that scripted role assignment can be an effective instructional strategy when the approach is implemented into asynchronous online discussions. Implications for instructors and designers of asynchronous online learning environments are discussed.

scholarly journals FACEBOOK AS A NEW COMMUNITY OF INQUIRY ENVIRONMENT: AN INVESTIGATION IN TERMS OF ACADEMIC ACHIEVEMENT AND MOTIVATION

2015 ◽  
Vol 14 (1) ◽  
pp. 20-33
Author(s):  
Ebru Öztürk
Keyword(s):  
Academic Success ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Pearson Correlation ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Perceptions Of Students ◽  
High Level ◽  
The Impact

The study attempts to determine whether or not Facebook is an environment suiting the Community of Inquiry Framework by investigating the cognitive, social, and teaching presence perceptions of students in Facebook groups and to examine the impact of group size on the CoI model. Additionally, whether or not these three types of presences predicted academic success and motivation were investigated. The data were analyzed through logistic regression analysis, independent samples t-test and the Pearson correlation coefficient. The study was conducted in a blended course, where Facebook was utilized for online discussions. The study revealed that the relation between cognitive, social, and teaching presences was significant and at a high-level. The high correlation determined among the social, cognitive, and teaching presence perceptions of students in learning communities created on Facebook leads to the consideration that Facebook is a suitable online environment for the COI framework. It is understandable, that all presence perceptions are higher in smaller groups when group impacts are investigated. Other conclusions derived from the study are that academic success was only predicted by cognitive presence and motivation was predicted by both cognitive and teaching presences. Key words: academic success, cognitive presence, Facebook, motivation, social presence, teaching presence.

scholarly journals Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Larisa Olesova ◽  
Margaret Slavin ◽  
Jieun Lim
Keyword(s):  
Undergraduate Students ◽  
The United States ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Mixed Methods Design ◽  
Threaded Discussions ◽  
Nutrition Course ◽  
Asynchronous Online Discussions ◽  
Role Based ◽  
The Impact

The purpose of this study was to identify the effect of scripted roles on students’ level of cognitive presence in asynchronous online threaded discussions. A mixed methods design was used to investigate: (1) what level of cognitive presence is achieved by students’ assigned roles in asynchronous online discussions; (2) differences between students’ cognitive presence when the asynchronous online discussions occur during a 5-week intensive summer courses versus 15-week regular semesters (fall and spring); and (3) the impact of the types of questions on students’ cognitive presence in role-based asynchronous online discussions across three semesters in an online introductory nutrition course. The participants of this study were 129 undergraduate students at a major public University in the mid-Atlantic region of the United States. The results of this research corresponds to the findings of previous research that scripted roles can be an effective strategy to improve both learning processes and outcomes. In addition, this study didn’t find any differences in students’ level of cognitive presence when they enrolled in 5-week summer courses or 15-week regular semesters in fall and spring. Finally, this study found evidence that the types of questions related to the level of cognitive presence, i.e., higher level questions can lead to higher level of cognitive presence and vice versa.

scholarly journals Exploring the impact of role-playing on peer feedback in an online case-based learning activity

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Yu-Hui Ching
Keyword(s):  
Positive Impact ◽  
Role Play ◽  
Peer Feedback ◽  
Role Playing ◽  
Learning Activity ◽  
Constructive Feedback ◽  
Case Based Learning ◽  
The Impact ◽  
Case Based

<p>This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.</p>

scholarly journals Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

2021 ◽  
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Mubarik Ahmad
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Role Playing ◽  
Future Research ◽  
Computer Aided Instruction ◽  
Online Discussion Forum ◽  
Computer Aided ◽  
Community Of Inquiry Framework ◽  
The Impact

AbstractThis current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into different roles. Each group was triggered to discuss the implementation of online collaborative learning. A mixed-methods approach was utilised to analyse the qualitative and quantitative data. The result of content analysis exhibited students implementing all the components of the CoI framework. Teaching presence was the rarest, as students were focused on delivering their ideas. Social presence appeared in almost all messages since it is the easiest, and students can feel the impact immediately. The discussion moved to the integration phase but did not proceed to resolution. This study suggested some recommendations and future research topics.

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

Video Feedback on Practicum

2017 ◽  
pp. 113-139 ◽  
Author(s):  
Shirley O'Neill ◽  
Christopher Dann
Keyword(s):  
Preservice Teachers ◽  
Community Of Inquiry ◽  
Literacy Learning ◽  
Video Feedback ◽  
Theory And Practice ◽  
Questioning Strategies ◽  
Teacher Student ◽  
Context Of Learning ◽  
The Impact

This chapter highlights how the use of video feedback can support preservice teachers' understanding of how to improve the ways in which they scaffold and monitor students' literacy learning, gather formative assessment data in relation to set goals and make connections between educational theory and practice. It examines the contemporary shift towards democratic pedagogies in the context of learning in social constructivist environments and the need for preservice teachers to be aware of the impact of the teacher/student dialogues they create on the quality of pedagogy and students' learning. Preservice teachers' analysis of their pedagogical dialogue not only raises their awareness of the quality of dialogic turn-taking and questioning strategies but makes their associated ‘cognitive moves' explicit for their critical reflection, along with their use of the underpinning metalanguage. The chapter acknowledges the importance of preservice teachers' compilation of rich pedagogical data during practicums and shows how this contributes to deepening their learning. Similarly, it argues that emergent data are central to creating a dialogic community of inquiry where all practicum stakeholders are drawn into a process of learning and knowledge building.

scholarly journals Online and blended communities of inquiry: Exploring the developmental and perceptional differences

2009 ◽  
Vol 10 (6) ◽  
pp. 65 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison ◽  
M. Yasar Ozden
Keyword(s):  
Community Of Inquiry ◽  
Study Data ◽  
Developmental Differences ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Graduate Course ◽  
Community Of Inquiry Framework ◽  
Blended Course ◽  
Method Approach

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

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