The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion
With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners’ cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimen...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2014-05-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/4/2/193 |
| _version_ | 1828112858561380352 |
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| author | Wenge Guo Ye Chen Jing Lei Yan Wen |
| author_facet | Wenge Guo Ye Chen Jing Lei Yan Wen |
| author_sort | Wenge Guo |
| collection | DOAJ |
| description | With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners’ cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both quantitatively and qualitatively analyzed. Results revealed that facilitating feedback significantly impacted learners’ cognitive engagement: (1) the level of cognitive engagement presented in treatment group was significantly higher than that of control group; (2) cognitive engagement levels of original postings increased overtime in the treatment group, while decreased in the control group; (3) the difference in discussion quantities between two groups was not significant. Effective feedback strategies and the importance of facilitating feedback in creating quality online instruction were discussed. |
| first_indexed | 2024-04-11T11:56:38Z |
| format | Article |
| id | doaj.art-7600fe94225747fe8a580c06e1f612dd |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-11T11:56:38Z |
| publishDate | 2014-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-7600fe94225747fe8a580c06e1f612dd2022-12-22T04:25:07ZengMDPI AGEducation Sciences2227-71022014-05-014219320810.3390/educsci4020193educsci4020193The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online DiscussionWenge Guo0Ye Chen1Jing Lei2Yan Wen3Graduate School of Education, Peking University, Beijing 100871, ChinaSyracuse University, 336 Huntington Hall, Syracuse University, Syracuse, NY 13244, USASyracuse University, 336 Huntington Hall, Syracuse University, Syracuse, NY 13244, USAEducation Institute of Beijing, 2 Wenxing St. Xicheng, Beijing 100120, ChinaWith a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners’ cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both quantitatively and qualitatively analyzed. Results revealed that facilitating feedback significantly impacted learners’ cognitive engagement: (1) the level of cognitive engagement presented in treatment group was significantly higher than that of control group; (2) cognitive engagement levels of original postings increased overtime in the treatment group, while decreased in the control group; (3) the difference in discussion quantities between two groups was not significant. Effective feedback strategies and the importance of facilitating feedback in creating quality online instruction were discussed.http://www.mdpi.com/2227-7102/4/2/193facilitating feedbackcognitive engagementasynchronous discussionsonline learning |
| spellingShingle | Wenge Guo Ye Chen Jing Lei Yan Wen The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion Education Sciences facilitating feedback cognitive engagement asynchronous discussions online learning |
| title | The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion |
| title_full | The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion |
| title_fullStr | The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion |
| title_full_unstemmed | The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion |
| title_short | The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion |
| title_sort | effects of facilitating feedback on online learners cognitive engagement evidence from the asynchronous online discussion |
| topic | facilitating feedback cognitive engagement asynchronous discussions online learning |
| url | http://www.mdpi.com/2227-7102/4/2/193 |
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