Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective
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 const...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2023-01-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/26_1#h.46p3sh869dyx |
| _version_ | 1797950785356562432 |
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| author | Zhi Liu Ning Zhang Xian Peng Sannyuya Liu Zongkai Yang |
| author_facet | Zhi Liu Ning Zhang Xian Peng Sannyuya Liu Zongkai Yang |
| author_sort | Zhi Liu |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T22:20:39Z |
| format | Article |
| id | doaj.art-337ff772494d4a90bb5f643da0e2c132 |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-04-10T22:20:39Z |
| publishDate | 2023-01-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-337ff772494d4a90bb5f643da0e2c1322023-01-18T04:19:11ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222023-01-01261115https://doi.org/10.30191/ETS.202301_26(1).0001Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis PerspectiveZhi Liu0Ning Zhang 1Xian Peng2Sannyuya Liu3Zongkai Yang4National Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, ChinaNational Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, China National Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, ChinaNational Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, China; National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, ChinaNational Engineering Research Center for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, China; National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, ChinaGrounded 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.https://www.j-ets.net/collection/published-issues/26_1#h.46p3sh869dyxsocial-cognitive engagementintegrated analysissocial network analysis (sna)epistemic network analysis (ena)knowledge building |
| spellingShingle | Zhi Liu Ning Zhang Xian Peng Sannyuya Liu Zongkai Yang Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective Educational Technology & Society social-cognitive engagement integrated analysis social network analysis (sna) epistemic network analysis (ena) knowledge building |
| title | Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective |
| title_full | Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective |
| title_fullStr | Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective |
| title_full_unstemmed | Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective |
| title_short | Students’ Social-Cognitive Engagement in Online Discussions: An Integrated Analysis Perspective |
| title_sort | students social cognitive engagement in online discussions an integrated analysis perspective |
| topic | social-cognitive engagement integrated analysis social network analysis (sna) epistemic network analysis (ena) knowledge building |
| url | https://www.j-ets.net/collection/published-issues/26_1#h.46p3sh869dyx |
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