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

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 cond...

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Autores principales:	Eunjung Grace Oh, Hyun Song Kim
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	online discussion argumentation audio-based discussion Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/6fd73d960f404e97abbfcf4114065770
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spelling	oai:doaj.org-article:6fd73d960f404e97abbfcf41140657702021-12-02T19:20:42ZUnderstanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity10.19173/irrodl.v17i5.24561492-3831https://doaj.org/article/6fd73d960f404e97abbfcf41140657702016-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2456https://doaj.org/toc/1492-3831The 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. Eunjung Grace OhHyun Song KimAthabasca University Pressarticleonline discussionargumentationaudio-based discussionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 5 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	online discussion argumentation audio-based discussion Special aspects of education LC8-6691
spellingShingle	online discussion argumentation audio-based discussion Special aspects of education LC8-6691 Eunjung Grace Oh Hyun Song Kim Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
description	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.
format	article
author	Eunjung Grace Oh Hyun Song Kim
author_facet	Eunjung Grace Oh Hyun Song Kim
author_sort	Eunjung Grace Oh
title	Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
title_short	Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
title_full	Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
title_fullStr	Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
title_full_unstemmed	Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
title_sort	understanding cognitive engagement in online discussion: use of a scaffolded, audio-based argumentation activity
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/6fd73d960f404e97abbfcf4114065770
work_keys_str_mv	AT eunjunggraceoh understandingcognitiveengagementinonlinediscussionuseofascaffoldedaudiobasedargumentationactivity AT hyunsongkim understandingcognitiveengagementinonlinediscussionuseofascaffoldedaudiobasedargumentationactivity
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Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity

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