Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity

Abstract

The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students' cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners' text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.

Investigation on graduate students’ social presence and social knowledge construction in two online discussion settings

“…The quantitative results of social presence and teaching presence questionnaires also indicated that the participants who utilized the video-enhanced platform for the course discussion activities demonstrated higher perceptions of social and teaching presence than those using the text-based ODB. Oh and Kim (2016) contended that learners can only achieve higher-order thinking skills when they actually make cognitive efforts to engage deeply in online discussions. They designed scaffolded audio-based discussion activities using VoiceThread to promote students' cognitive engagement and perceived experiences.…”

The online student experience: A MAC-ICE thematic structure

“…Students' broader circumstances, such as employment commitments, family responsibilities, and support, have also been associated with academic success, satisfaction, and online student attrition (Creed et al, 2015;Moore & Greenland, 2017;Palmer et al, 2011). In addition, interaction with instructors, content, and peers has been found to contribute to online students' learning, performance, satisfaction, and retention (Bawa, 2016;Bourdeaux & Schoenack, 2016;Garratt-Reed et al, 2016;Oh & Kim, 2016). Curriculum challenge, flexibility, and relevance have been linked to student satisfaction and retention (Bradford, 2011;Su & Waugh, 2018); and technical difficulties can contribute to students' dissatisfaction and attrition (Bawa, 2016;Ilgaz & Gulbahar, 2015).…”

“…Meaningful interaction with peers and instructors, dynamic and engaging learning activities, and the application of innovative technology should be actively encouraged (Stone, 2017;Tomas et al, 2015). Instructors who are accessible and responsive (Stone & O'Shea, 2019), facilitation of opportunities for meaningful peer interaction (Oh & Kim, 2016), use of a variety of dynamic materials and strategies to engage students (Bourdeaux & Schoenack, 2016), and encouraging the application of learning beyond the course (Sansone et al, 2012), may facilitate a more positive OSE.…”

Critical Thinking in Asynchronous Online Discussions: A Systematic Review | La pensée critique dans les discussions asynchrones en ligne : examen systématique

“…Differentiated coding schemes. Despite a clear majority of the studies utilizing the PIM as a coding scheme (11 of 16), there were a number that employed different models for assessing critical thinking (Curtis, 2006;Darabi et al, 2011;Hand, 2015;Oh & Kim, 2016;Yang et al, 2005). Therefore, it is possible that the reasons for, and descriptions of, the coding schemes provided by these researchers may reveal potential shortcomings within the PIM.…”