Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions

Autor/inn/en	Olesova, Larisa; Slavin, Margaret; Lim, Jieun
Titel	Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions
Quelle	In: Online Learning, 20 (2016) 4, S.34-53 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Asynchronous Communication; Computer Mediated Communication; Interpersonal Relationship; Statistical Analysis; Student Role; Summer Programs; Undergraduate Students; Scripts; Questioning Techniques; Online Courses; Teaching Methods; Nutrition Instruction; Coding; Content Analysis + Suchen Sie Ihr Suchwort? Computerkonferenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Statistische Analyse; Sommerkurs; Skript; Befragungstechnik; Fragetechnik; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Nutrition education; Ernährungserziehung; Codierung; Programmierung; Inhaltsanalyse
Abstract	The purpose of this study was to identify the effect of scripted roles on students' level of cognitive presence in asynchronous online threaded discussions. A quantitative content analysis was used to investigate: (1) what level of cognitive presence is achieved by students' assigned roles in asynchronous online discussions; (2) differences between students' cognitive presence when the asynchronous online discussions occur during a 5-week intensive summer class versus a 15-week regular class (fall and spring); and (3) the impact of the types of questions on students' cognitive presence in role-based asynchronous online discussions across three semesters in an online introductory nutrition course. The participants in this study were 139 undergraduate students at a major public university in the mid-Atlantic region of the United States. The results of this research correspond to the findings of previous research that indicate scripted roles can be an effective strategy to improve both learning processes and outcomes. In addition, this study found differences in students' level of cognitive presence (exploration and integration) based on the course length. Finally, this study found evidence that the types of questions asked related to the level of cognitive presence, i.e., higher level questions can lead to higher level of cognitive presence and vice versa. [Paper presented at the Special Interest Group on Online Teaching and Learning (SIG-OTL), American Educational Research Association (AERA) Centennial Annual Meeting (100th, Washington, D.C., April 8-12, 2016).] (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01