Vol. 33 No. 1 (2018)
Research Articles

Exploring the behavioural patterns of knowledge dimensions and cognitive processes in peer-moderated asynchronous online discussions

PDF HTML ePub
  • Hajar Ghadirian,
  • Keyvan Salehi,
  • Ahmad Fauzi Mohd Ayub
Hajar Ghadirian
Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran, Iran
Keyvan Salehi
Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran, Iran
Ahmad Fauzi Mohd Ayub
Department of Foundation of Education, Universiti Putra Malaysia (UPM), Selangor, Malaysia

Published 2018-05-20

Keywords

  • peer moderation,
  • asynchronous online discussions,
  • quantitative content analysis,
  • lag sequential analysis

How to Cite

Ghadirian, H., Salehi, K., & Fauzi Mohd Ayub, A. (2018). Exploring the behavioural patterns of knowledge dimensions and cognitive processes in peer-moderated asynchronous online discussions. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 33(1). Retrieved from https://www.ijede.ca/index.php/jde/article/view/1030
Copyright Notice

Abstract

Peer moderation has been used as a beneficial strategy in asynchronous online discussions to assist student learning performance. However, most studies in peer-moderated asynchronous online discussions (PMAOD) have focused only on learning effectiveness and perceptions of students rather than on students’ knowledge dimensions and cognitive processing patterns. This study combined quantitative content analysis (QCA) and lag sequential analysis (LSA) to explore student knowledge dimensions and cognitive processing patterns in PMAOD. The participants were 84 students in an undergraduate blended course from University Putra Malaysia (UPM), Malaysia. The Revised Bloom Taxonomy (RBT) was used as the codification scheme to code the discussion transcripts of participants assigned the role of peer moderators in a reciprocal manner over seven weeks. Behavioural distributions and patterns of high- and low-quality discussion groups were compared. Results showed that students were primarily sharing knowledge dimensions and cognitive processes of metacognition and understanding, respectively. Additionally, it was found that there was a modest proportion of off-topic discussions. Nonetheless, by means of LSA, it was found that PMAOD exhibited a certain degree of self-sustainability in knowledge and cognitive process behaviours, with the exceptions of procedural knowledge and the cognitive process of applyingand, in terms of diversity in knowledge dimension and cognitive processing, high-quality discussion groups outperformed low-quality groups.

Résumé

La modération par les pairs dans les discussions asynchrones en ligne a été utilisée comme une stratégie visant à favoriser la réussite des étudiants. Cependant, la plupart des études sur les discussions asynchrones en ligne modérées par les pairs (DALMP) se sont seulement centrées sur l’efficacité de l’apprentissage et les perceptions des étudiants plutôt que sur les schèmes caractérisant le partage d’éléments de connaissance et de processus cognitifs par les étudiants. Cette étude combine une analyse quantitative de contenu (AQC) et une analyse séquentielle d’écarts (ASÉ) pour explorer les schèmes de partage des éléments de connaissance et des processus cognitifs des étudiants dans un contexte de DALMP. 84 étudiants de premier cycle suivants des cours hybrides à l’université Putra Malaysia (UPM), en Malaisie, ont participé à l’enquête. La taxonomie révisée de Bloom (TRB) a été utilisée comme modèle de codification pour coder les transcriptions des propos tenus par les participants qui se sont réciproquement vus assigner le rôle de modérateur auprès de leurs pairs durant sept semaines. Les distributions comportementales et schèmes de qualité (élevée ou faible) des discussions de groupes ont été comparés. Les résultats ont montré que les étudiants partageaient tout d’abord des schèmes relatifs à des éléments de connaissance puis des processus cognitifs de métacognition et de compréhension. De surcroit, une petite part de discussions hors sujet a été relevée. Néanmoins, l’ASÉ a permis de mettre en avant que la DALMP fait ressortir un certain degré d’autosuffisance dans les comportements relatifs au processus cognitifs et à la connaissance, exception faite de la connaissance procédurale et du processus cognitif d’application. Les groupes de discussion de qualité élevée surpassent ceux de faible qualité en termes de diversité des éléments de connaissance et des processus cognitifs.

PDF HTML ePub

References

  1. Abedin, B., Daneshgar, F., & D’Ambra, J. (2011). Enhancing non-task sociability of asynchronous CSCL environments. Computers & Education, 57(4), 2535–2547. doi.org/10.1016/j.compedu.2011.06.002
  2. Abedin, B., Daneshgar, F., & D'Ambra, J. (2012). Do nontask interactions matter? The relationship between nontask sociability of computer supported collaborative learning and learning outcomes. British Journal of Educational Technology, 43(3), 385-397. doi.org/10.1111/j.1467-8535.2011.01181.x
  3. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman, Inc.
  4. Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). New York: Cambridge University Press.
  5. Baran, E., & Correia, A. P. (2009). Student-led facilitation strategies in online discussions. Distance Education, 30(3), 339-361. doi.org/10.1080/01587910903236510
  6. Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook 1. Cognitive domain. London: Longman Group.
  7. Bock, G.-W., Zmud, R. W., Kim, Y.-G., & Lee, J.-N. (2005). Behavioral intention formation in knowledge sharing: examining the roles of extrinsic motivators, social- psychological forces, and organizational climate. MIS Quarterly, 29(1), 87–111.
  8. Chai, C. S., & Khine, M. S. (2006). An analysis of interaction and participation patterns in online community. Educational Technology & Society, 9(1), 250–261.
  9. Cheung, W. S., & Hew, K. F. (2005). How can we facilitate students’ in-depth thinking and interaction in an asynchronous online discussion environment? a case study. In Proceedings of the association for educational communications and technology, USA (Vol. 28, pp. 114–121).
  10. Cheung, W. S., & Hew, K. F. (2006). Examining students’ creative and critical thinking and student to student interactions in an asynchronous online discussion environment: A Singapore case study. Asia Pacific Cyber Education Journal, 2(2). Retrieved November 10, 2016, from http://www.acecjournal. org/current_issue_current_issue.php.
  11. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46. doi.org/10.1177/001316446002000104
  12. Correia, A. P., & Baran, E. (2010). Lessons learned on facilitating asynchronous discussions for online learning. Educacao, Formacao & Tecnologias, 3(1), 59–67.
  13. De Backer, L., Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. Instructional science, 40(3), 559-588. doi:10.1007/s11251-011-9190-5
  14. De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers & Education, 50(1), 207-223. doi.org/10.1016/j.compedu.2006.05.001
  15. De Smet, M., Van Keer, H., & Valcke, M. (2009). Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support. Instructional Science, 37(1), 87-105. doi.org/10.1007/s11251-007-9037-2
  16. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2010). Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors. Learning and Instruction, 20(5), 349–360. doi:10.1016/j.learninstruc.2009.03.001
  17. Falchikov, N., & Blythman, M. (2001). Learning together: Peer tutoring in higher education. London: Routledge/Falmer.
  18. Hancock, C. J. (2012). A qualitative case study illustrating the benefits of discussion roles in online asynchronous discussion (Doctoral dissertation), Capella University, USA.
  19. Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases. Instructional Science, 43(1), 19-38. doi.org/10.1007/s11251-014-9329-2
  20. Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51(3), 1111-1124. doi.org/10.1016/j.compedu.2007.11.002
  21. Hew, K. F., & Cheung, W. S. (2010). Possible factors influencing Asian students' degree of participation in peer-facilitated online discussion forums: a case study. Asia Pacific Journal of Education, 30(1), 85-104. doi.org/10.1080/02188790903503619
  22. Hew, K. F., & Cheung, W. S. (2011). Higher-level knowledge construction in asynchronous online discussions: An analysis of group size, duration of online discussion, and student facilitation techniques. Instructional Science, 39(3), 303-319. doi.org/10.1007/s11251-010-9129-2
  23. Hew, K. F., & Hara, N. (2007). Empirical study of motivators and barriers of teacher online knowledge sharing. Educational Technology Research and Development, 55(6), 573-595. doi.org/10.1007/s11423-007-9049-2
  24. Hou, H. T. (2010). Exploring the behavioural patterns in project-based learning with online discussion: Quantitative content analysis and progressive sequential analysis. Turkish Online Journal of Educational Technology, 9(3), 52-60.
  25. Hou, H. T. (2011). A case study of online instructional collaborative discussion activities for problem solving using situated scenarios: An examination of content and behavior cluster analysis. Computers & Education, 56(3), 712-719. doi.org/10.1016/j.compedu.2010.10.013
  26. Hou, H. T., & Wu, S.-Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459-1468. doi.org/10.1016/j.compedu.2011.02.012
  27. Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern. Educational Technology & Society, 11(1), 17-28.
  28. Hou, H. T., Chang, K. E., & Sung, Y. T. (2009). Using blogs as a professional development tool for teachers: Analysis of interaction behavioral patterns. Interactive Learning Environments, 17(4), 325-340. doi.org/10.1080/10494820903195215
  29. Hou, H. T., Wang, S. M., Lin, P. C., & Chang, K. E. (2015). Exploring the learner’s knowledge construction and cognitive patterns of different asynchronous platforms: comparison of an online discussion forum and Facebook. Innovations in Education and Teaching International, 52(6), 610-620. doi.org/10.1080/14703297.2013.847381
  30. Hung, J. L., & Crooks, S. M. (2009). Examining online learning patterns with data mining techniques in peer-moderated and teacher-moderated courses. Journal of Educational Computing Research, 40(2), 183-210. doi.org/10.2190/EC.40.2.c
  31. Jansen, B. J., Booth, D., & Smith, B. (2009). Using the taxonomy of cognitive learning to model online searching. Information Processing & Management, 45(6), 643-663. doi.org/10.1016/j.ipm.2009.05.004
  32. Jaramillo, J. A. (1996). Vygotsky's sociocultural theory and contributions to the development of constructivist curricula. Education, 117(1), 133-140.
  33. Jeong, A. C. (2003). The sequential analysis of group interaction and critical thinking in online. The American Journal of Distance Education, 17(1), 25-43. doi.org/10.1207/S15389286AJDE1701_3
  34. Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271. doi.org/10.1111/j.1467-8535.2006.00620.x
  35. Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. The Internet and Higher Education, 13(4), 284-291. doi.org/10.1016/j.iheduc.2010.09.003
  36. Kreijns, K., Kirschner, P. A., Jochems, W., & Van Buuren, H. (2004). Determining sociability, social space, and social presence in (a) synchronous collaborative groups. CyberPsychology & Behavior, 7(2), 155-172. doi.org/10.1089/109493104323024429
  37. King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar, H. Mandl, & J. Haake (Ed.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 13-38). New York, NY: Springer. doi.org/10.1007/978-0-387-36949-5_2
  38. Lee, S. W. Y., & Tsai, C. C. (2011). Identifying patterns of collaborative knowledge exploration in online asynchronous discussions. Instructional Science, 39(3), 321-347. doi.org/10.1007/s11251-010-9131-8
  39. Lin, P. C., Hou, H. T., Wang, S. M., & Chang, K. E. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi.org/10.1016/j.compedu.2012.07.017
  40. Lin, P. C., Hou, H. T., Wu, S. Y., & Chang, K. E. (2014). Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. The Internet and Higher Education, 22, 51-56. doi.org/10.1016/j.compedu.2012.07.017
  41. Mudrack, P. E., & Farrell, G. M. (1995). An examination of functional role behavior and its consequences for individuals in group settings. Small Group Research, 26(4), 542-571. doi.org/10.1177/1046496495264005
  42. Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage Publications.
  43. Ng, C. S. L., Cheung, W. S., & Hew, K. F. (2009). Sustaining asynchronous online discussions: Contributing factors and peer facilitation techniques. Journal of Educational Computing Research, 41(4), 477-511. doi.org/10.2190/EC.41.4.e
  44. Roscoe, R. D., & Chi, M. T. (2008). Tutor learning: The role of explaining and responding to questions. Instructional Science, 36(4), 321-350. doi.org/10.1007/s11251-007-9034-5
  45. Rourke, L. & Anderson, T. (2002). Using peer teams to lead online discussion. Journal of Interactive Media in Education, 12(1), 1-21. doi.org/10.5334/2002-1
  46. Salmon, G. (2000). A model for CMC in education and training. E-moderating. The key to teaching and learning online. London: Kogan Page.
  47. Seo, K. J. (2004). Evaluating Peer Moderation as a Strategy for Improving Student Interaction in Online Discussions Involving American and Asian Students. (Doctoral dissertation). UTAH State University, USA.
  48. Seo, K. K. (2007). Utilizing peer moderating in onlinediscussions: Addressing the controversy between teacher moderation and nonmoderation. American Journal of Distance Education, 21(1), 21-36. doi.org/10.1080/08923640701298688
  49. Sung, Y. T., Chang, K. E., Chiou, S. K., & Hou, H. T. (2005). The design and application of a Web-based self- and peer-assessment system. Computers and Education, 45(2), 187-202. doi.org/10.1016/j.compedu.2004.07.002
  50. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. doi.org/10.1080/01443410500345172
  51. U.S. Department of Education. (2001). Evidence that tutoring works. (ERIC Document Reproduction Service No. ED464343).
  52. Veletsianos, G. (2012). How do learners respond to pedagogical agents that deliver social oriented non-task messages? Impact on student learning, perceptions, and experiences. Computers in Human Behavior, 28(1), 275–283. doi.org/10.1016/j.chb.2011.09.010
  53. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.
  54. Wang, Q., & Woo, H. L. (2007). Comparing asynchronous online discussions and face‐to‐face discussions in a classroom setting. British Journal of Educational Technology, 38(2), 272-286. doi.org/10.1111/j.1467-8535.2006.00621.x
  55. Wang, S. M., & Hou, H. T. (2014). Exploring Learners' Cognitive Processing Behavioral Patterns of a Collaborative Creativity Project Using Facebook to Support the Online Discussion. In Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on (pp. 505-507). IEEE. doi.org/10.1109/ICALT.2014.149
  56. Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310. doi.org/10.1016/0273-2297(92)90011-P
  57. Winograd, D. (2003). The roles, functions and skills of moderators of online educational computer conferences for distance education. Computers in the Schools, 20(3), 61-72. doi.org/10.1300/J025v20n03_08
  58. Wong, S. L., & Bakar, K. A. (2009). Qualitative findings of students’ perception on practice of self-regulated strategies in online community discussion. Computers & Education, 53(1), 94 103. doi.org/10.1016/j.compedu.2008.12.021
  59. Wu, S. Y., Chen, S. Y., & Hou, H. T. (2015). Exploring the interactive patterns of concept map based online discussion: A sequential analysis of users’ operations, cognitive processing, and knowledge construction. Interactive Learning Environments, 1-17. doi.org/10.1080/10494820.2015.1057740
  60. Xie, K. (2013). What do the numbers say? The influence of motivation and peer feedback on students’ behaviour in online discussions. British Journal of Educational Technology, 44(2), 288-301. doi.org/10.1111/j.1467-8535.2012.01291.x
  61. Xie, K., & Bradshaw, A. C. (2008). Using question prompts to support ill-structured problem solving in online peer collaborations. International Journal of Technology in Teaching and Learning, 4(2), 148-165.
  62. Xie, K., & Ke, F. (2011). The role of students’ motivation in peer -moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930. doi.org/10.1111/j.1467-8535.2010.01140.x
  63. Xie, K., Yu, C., & Bradshaw, A. C. (2014). Impacts of role assignment and participation in asynchronous discussions in college-level online classes. The Internet and Higher Education, 20(1), 10-19. doi.org/10.1016/j.iheduc.2013.09.003
  64. Yang, X., Li, J., Guo, X., & Li, X. (2015). Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity. The Internet and Higher Education, 25, 28-36. doi.org/10.1016/j.iheduc.2014.12.003
  65. Zha, S., & Ottendorfer, C. L. (2011). Effects of peer-led online asynchronous discussion on undergraduate students’ cognitive achievement. The American Journal of Distance Education, 25(4), 238-253. doi.org/10.1080/08923647.2011.618314
  66. Zhan, Z. H., Xu, F. Y., & Ye, H. W. (2011). Effects of an online learning community on active and reflective learners' learning performance and attitudes in a face-to-face undergraduate course. Computers & Education, 56(4), 961-968. doi.org/10.1016/j.compedu.2010.11.012
  67. Zhao, N., & McDougall, D. (2005). Cultural factors affecting Chinese students' participation in asynchronous online learning. In G. Richards (Ed.), Proceedings of the World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 2723–2729). Chesapeake, VA: AACE.
  68. ---
  69. Authors
  70. Hajar Ghadirian is in the Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran, Iran. E-mail: hajar.ghadirian@ut.ac.ir
  71. Keyvan Salehi is in the Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran, Iran. E-mail: keyvansalehi@ut.ac.ir
  72. Ahmad Fauzi Mohd Ayub is in the Department of Foundation of Education, Universiti Putra Malaysia (UPM), Selangor, Malaysia. E-mail: ahmad_fauzim@hotmail.com