Social Network Interaction and Students' Cognitive Presence in Online Discussion

• In Event: Current Research in Learning Environments: Impact of Remote Learning, Learning Spaces, and Student Perception Tools

Abstract

Online discussion instruction supplies an outlet for students to interact with others while proceeding through the phases of inquiry in their cognitive presence (CP). This study empirically investigated how CP subfactors moderated the trend overtime in students’ closeness in social network analysis. This study concluded students’ closeness centrality remained unchanged overtime with statistically insignificant fluctuations. The closeness of students with higher “Exploration” and “Integration” decreased more overtime relative to their counterparts with lower scores while the stable development of closeness was observed on all levels of Trigger Event (TE) and Resolution. The results would assist educators to develop a model to provide personalized guidance and support learners to navigate through network interaction regardless of students’ level of TP.

Authors

• Alexandra Miller, Northern Arizona University
  Non-Presenting Author

• Jennifer M. Werner, Arizona State University
  Presenting Author

• Hoda Harati, Towson University
  Non-Presenting Author

• Cherng-Jyh Yen, Old Dominion University
  Presenting Author

• Chih-Hsiung Tu, Northern Arizona University
  Presenting Author

• Christina Gabaldon, Northern Arizona University
  Non-Presenting Author