Using a Three-Layered Social-Cognitive Network Analysis Framework for Understanding Online Collaborative Discussions

Autor/inn/en	Ouyang, Fan; Dai, Xinyu
Titel	Using a Three-Layered Social-Cognitive Network Analysis Framework for Understanding Online Collaborative Discussions
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 1, S.164-181 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ouyang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Social Cognition; Social Networks; Network Analysis; Epistemology; Cooperative Learning; Learning Theories; Computer Mediated Communication; Student Role; Student Participation; Cognitive Structures; Undergraduate Students; Educational Technology; Computer Assisted Instruction; Foreign Countries; Videoconferencing; China + Suchen Sie Ihr Suchwort? Soziale Kognition; Social network; Soziales Netzwerk; Netzplantechnik; Erkenntnistheorie; Kooperatives Lernen; Learning theory; Lerntheorie; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cognitive structure; Kognitive Struktur; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	Understanding the relationship between social and cognitive engagement has critical implications for collaborative learning theory, pedagogy and analytics. This study proposed a three-layered social-cognitive network analysis framework for examining the relationship between students' social and cognitive engagement from summative, epistemic and micro-level perspectives within online collaborative discussions. A multi-method approach was used, consisting of social network analysis, quantitative content analysis, statistical analysis, epistemic network analysis and social-cognitive network visualisation. The results showed that from a summative perspective, students' social participatory roles were critical indicators of their level of cognitive engagement. From an epistemic perspective, socially active students tended to shift towards more group-level cognitive structure, while inactive students showed a decreasing individual-level cognitive structure throughout the discussion duration. From a micro-level perspective, a large proportion of individual students showed continually changing social participatory roles with fluctuating cognitive engagement levels. The findings have implications for collaborative learning theory, pedagogy support and learning analytics. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01