Exploring the learner's knowledge construction and cognitive patterns of different asynchronous platforms: comparison of an online discussion forum and Facebook

The primary purpose of this study is to explore the knowledge construction behaviour and cognitive patterns involved in students' online discussion using online forum and Facebook (FB). This study employed quantitative content analysis and lag sequential analysis to examine the content and beha...

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Published inInnovations in education and teaching international Vol. 52; no. 6; pp. 610 - 620
Main Authors Hou, Huei-Tse, Wang, Shu-Ming, Lin, Peng-Chun, Chang, Kuo-En
Format Journal Article
LanguageEnglish
Published London Routledge 02.11.2015
Taylor & Francis Inc
Subjects
Active Learning
behaviour analysis
Cognition & reasoning
cognitive pattern
Cognitive Processes
College Students
Comparative Analysis
Content Analysis
Discussion Groups
Facebook
Foreign Countries
Interpersonal Relationship
Knowledge sharing
Learner Engagement
Learning
online discussion forum
Online instruction
Social interaction
social knowledge construction
Social Media
Social networks
Statistical Analysis
Student Behavior
Student participation
Student Projects
Students
Taiwan
Taiwan
Online AccessGet full text
ISSN1470-3297
1470-3300
DOI10.1080/14703297.2013.847381

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Abstract The primary purpose of this study is to explore the knowledge construction behaviour and cognitive patterns involved in students' online discussion using online forum and Facebook (FB). This study employed quantitative content analysis and lag sequential analysis to examine the content and behavioural patterns of 50 students from a private university in Taiwan in their online discussion with a project-based learning activity. Results showed that FB, in contrast to online discussion forum, better facilitated students' social interaction, as they exhibited more off-topic discussion and focusing on the subject of discussion in terms of behavioural continuity. Results also showed that students were primarily sharing knowledge and involving cognitive process of 'understanding' during discussion. Nonetheless, more advanced knowledge construction behaviour and cognitive process were not observed in this study. Accordingly, this study suggests that incorporating FB in learning with adequate guidance by the instructor could be beneficial to improve students' engagement.
AbstractList The primary purpose of this study is to explore the knowledge construction behaviour and cognitive patterns involved in students' online discussion using online forum and Facebook (FB). This study employed quantitative content analysis and lag sequential analysis to examine the content and behavioural patterns of 50 students from a private university in Taiwan in their online discussion with a project-based learning activity. Results showed that FB, in contrast to online discussion forum, better facilitated students' social interaction, as they exhibited more off-topic discussion and focusing on the subject of discussion in terms of behavioural continuity. Results also showed that students were primarily sharing knowledge and involving cognitive process of 'understanding' during discussion. Nonetheless, more advanced knowledge construction behaviour and cognitive process were not observed in this study. Accordingly, this study suggests that incorporating FB in learning with adequate guidance by the instructor could be beneficial to improve students' engagement.
Audience Higher Education
Postsecondary Education
Author Wang, Shu-Ming
Lin, Peng-Chun
Hou, Huei-Tse
Chang, Kuo-En
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SubjectTerms Active Learning
behaviour analysis
Cognition & reasoning
cognitive pattern
Cognitive Processes
College Students
Comparative Analysis
Content Analysis
Discussion Groups
Facebook
Foreign Countries
Interpersonal Relationship
Knowledge sharing
Learner Engagement
Learning
online discussion forum
Online instruction
Social interaction
social knowledge construction
Social Media
Social networks
Statistical Analysis
Student Behavior
Student participation
Student Projects
Students
Taiwan
Title Exploring the learner's knowledge construction and cognitive patterns of different asynchronous platforms: comparison of an online discussion forum and Facebook
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