Interaction effects and cognitive engagements of collaborative groups in online asynchronous discussions

College

Br. Andrew Gonzalez FSC College of Education

Document Type

Article

Source Title

Education Quarterly

Volume

71

Issue

2

First Page

4

Last Page

23

Publication Date

2013

Abstract

This study analyzes the interaction in collaborative homogeneous and heterogeneous groups in an online asynchronous discussion, examines the level of
cognitive engagements in each group and investigates the impact of these groups in interaction effects and cognitive engagements. The research employs the
triangulation methodology for the content/transcript analysis and utilizes pre-service teachers as participants. Results show that collaborative homogeneous groups are more conducive for widespread interaction and higher cognitive engagements. An overview of the characteristics and implications of grouping strategies in a computer-assisted learning environment is likewise provided.

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Disciplines

Curriculum and Instruction | Online and Distance Education

Keywords

Electronic discussion groups; Computer-assisted instruction; Cognitive learning; Interaction analysis in education

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