Validating an Approach to Examining Cognitive Engagement within Online Groups

Autor/inn/en	Oriogun, Peter K.; Ravenscroft, Andrew; Cook, John
Titel	Validating an Approach to Examining Cognitive Engagement within Online Groups
Quelle	In: American Journal of Distance Education, 19 (2005) 4, S.197-214 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1207/s15389286ajde1904_2
Schlagwörter	Computer Mediated Communication; Cognitive Processes; Teaching Methods; Distance Education; Discourse Analysis; Group Dynamics; Evaluation Methods; Models; Group Discussion + Suchen Sie Ihr Suchwort? Computerkonferenz; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Diskursanalyse; Gruppendynamik; Analogiemodell; Gruppendiskussion
Abstract	Tools for measuring cognitive engagement within online groups have been concerned only with measuring an individual participant's cognitive engagement, without any concern for measuring cognitive engagement within groups. There remains a serious need for a scheme that measures cognitive engagement of groups and the validation of such a scheme against existing methods. The SQUAD (coding categories that are being measured, a semistructured approach for scaffolding online groups' engagement) approach to computer-mediated communication (CMC) discourse invites students within their respective groups to post messages based on five given categories: (a) suggestion, (b) question, (c) unclassified, (d) answer, and (e) delivery. In this article, the authors validated the SQUAD approach at the message level with an established framework called the practical inquiry model for assessing cognitive presence of CMC discourse. They adopted the alignments suggested by one of the developers of the Transcript Analysis Tool at sentence level to assess students' cognitive engagement within online groups in three case studies presented in this article. The authors argue that the cognitive presence attributed to the SQUAD approach has been empirically validated with respect to cognitive engagement within groups online. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10