Designing an Online Discussion Strategy with Learning Analytics Feedback on the Level of Cognitive Presence and Student Interaction in an Online Learning Community

Abstract

This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control group applied open-ended discussion and elaborated feedback without learning analytics. A mixed-method approach was used in this study. Data were collected through content analysis, social network analysis (SNA), and interviews. The results showed that the level of cognitive presence in the experimental group increased more than the control group. SNA revealed that students in the experimental group developed more cognitive learning ties with their peers during the process of developing cognitive presence. Interview data showed that students found that the discussion strategy with learning analytics made them aware of their level and quality of interaction and their role in building knowledge in an online learning community. In addition, they felt that the discussion strategy with learning analytics increased their motivation to participate in the discussion. This study provides recommendations on how students can enhance their cognitive presence and learning experience in an online learning community.

Systematic Mapping of the Social Construction of Learning (2015-2020): Challenges for Online Learning Environments

“…The research reflected that the United States, the United Kingdom and China have the highest number of publications on the subject, during the period considered for this research, while in Latin America, lower scientific production was detected (Figure 7). This finding reveals areas of opportunity (Ramírez-Montoya, 2020) so that researchers from other countries can contribute to the research of the social construction of knowledge (Gonzalez & Ozuna, 2021) and the analysis of interaction processes for learning (Alwafi, 2022;González-Sanmamed et al, 2019) in favor of virtual learning communities. Additionally, eLearning platforms have allowed systems and programs for online learning (Elshareif & Mohamed, 2021) to evolve beyond technology because they open possibilities to meet the needs of students as a component of the digital ecosystem (García-Peñalvo & Seoane Pardo, 2015) aimed at the management of learning and knowledge, which plays an important role in improving interaction processes.…”

“…Another challenge is to develop training where students are builders of knowledge and not merely knowledge recipients of a purely instructional pedagogy (Dron & Ostashewski, 2015). In addition, in the face of unprecedented situations such as the COVID-19 pandemic, educational institutions have understood the urgency of preparing for online learning (Ensmann et al, 2021) because they were forced to implement or strengthen online learning systems and programs (Alwafi, 2022) as a means to acquire knowledge and skills (Elshareif & Mohamed, 2021). Such considerations explain why research on the social construction of learning has become more relevant.…”

OLJ December 2022 26(4)

“…The research reflected that the United States, the United Kingdom and China have the highest number of publications on the subject, during the period considered for this research, while in Latin America, lower scientific production was detected (Figure 7). This finding reveals areas of opportunity (Ramírez-Montoya, 2020) so that researchers from other countries can contribute to the research of the social construction of knowledge and the analysis of interaction processes for learning (Alwafi, 2022;González-Sanmamed et al, 2019) in favor of virtual learning communities. Additionally, eLearning platforms have allowed systems and programs for online learning (Elshareif & Mohamed, 2021) to evolve beyond technology because they open possibilities to meet the needs of students as a component of the digital ecosystem (García-Peñalvo & Seoane aimed at the management of learning and knowledge, which plays an important role in improving interaction processes.…”

“…Another challenge is to develop training where students are builders of knowledge and not merely knowledge recipients of a purely instructional pedagogy (Dron & Ostashewski, 2015). In addition, in the face of unprecedented situations such as the COVID-19 pandemic, educational institutions have understood the urgency of preparing for online learning (Ensmann et al, 2021) because they were forced to implement or strengthen online learning systems and programs (Alwafi, 2022) as a means to acquire knowledge and skills (Elshareif & Mohamed, 2021). Such considerations explain why research on the social construction of learning has become more relevant.…”

Öğrenme Anali̇ti̇ği̇ Düzeyleri̇ Bağlaminda Öğrenme Paneli̇ Tasarimina Yöneli̇k Öğrenen Beklenti̇leri̇ni̇n Beli̇rlenmesi̇

“…Öğrenme analitiklerine dayalı müdahaleler, bazen eğitmenler aracılığıyla sağlanırken bazen sistem tarafından öğrenene doğrudan gerçekleştirilmektedir. Eğitmenler aracılığıyla öğrenme yaşantısına müdahaleler, sadece bireyselleştirilebilir yazılı geri bildirim/öneriler (personalized written feedback/recommendations) yoluyla (Alwafi, 2022;Ifenthaler vd., 2021;Li vd., 2020) ya da ek olarak bireyselleştirilebilir görselleştirmelerle (personalized visualizations) desteklenerek (Karaoğlan Yılmaz 2022a, 2022bKaraoğlan Yılmaz & Yılmaz, 2021Üstün vd., 2022;Yılmaz, 2020;Zhang vd., 2020) gerçekleştirilmektedir. Öğrenene doğrudan sunulan müdahaleler ise hem sistemin içerik, değerlendirme gibi bileşenlerinin gerçek zamanlı olarak uyarlanması yoluyla gerçekleştirilebilirken hem de öğrenme sürecine destek olacak bilgilerin sunulması yoluyla gerçekleştirilebilir.…”