Analysing students’ cognitive engagement in e-learning discussion forums through content analysis

IF 2.5 4区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Knowledge Management & E-Learning-An International Journal Pub Date : 2021-01-01 DOI:10.34105/j.kmel.2021.13.003

S. N. Kew, Z. Tasir

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引用次数: 15

Abstract

Discussion forums provide students with accessible platforms for group discussions in e-learning environments. They also help lecturers to track and check student discussions. To improve student learning, it is important for lecturers to identify students’ cognitive engagement in discussion forums. Therefore, this study aims to investigate students’ cognitive engagement in e-learning through content analysis of forum posts. A total of 267 forum posts created by students during one semester were collected for analysis. Inferential statistics were applied to explore the relationship between students’ cognitive engagement and their gender and the number of posts in forums. The results revealed that about half of the students gave their posts without any explanations, which reflected a low level of cognitive engagement. A large number of posts made little contribution to a high level of cognitive engagement. The results also showed no relationship between gender and the level of cognitive engagement. The limitations and implications of this study are also discussed.

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通过内容分析分析学生在网络学习论坛中的认知参与情况

讨论论坛为学生提供了在电子学习环境中进行小组讨论的无障碍平台。他们还帮助讲师跟踪和检查学生的讨论。为了提高学生的学习水平，教师必须确定学生在论坛中的认知参与程度。因此，本研究旨在通过论坛帖子的内容分析来调查学生在电子学习中的认知投入。学生们在一个学期内创造的267个论坛帖子被收集起来进行分析。运用推理统计方法探讨学生的认知投入与性别、论坛发帖数之间的关系。结果显示，大约一半的学生没有任何解释就给出了他们的帖子，这反映了低水平的认知参与。大量的帖子对高水平的认知参与贡献不大。研究结果还显示，性别和认知参与水平之间没有关系。本文还讨论了本研究的局限性和意义。

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