Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity

Authors

  • Eunjung Grace Oh Department of Education Policy, Organization and Leadership University of Illinois at Urbana-Champaign
  • Hyun Song Kim Department of Professional Learning and Innovation Georgia College and State University

DOI:

https://doi.org/10.19173/irrodl.v17i5.2456

Keywords:

online discussion, argumentation, audio-based discussion

Abstract

The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students’ cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners’ text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.

Published

2016-09-26

How to Cite

Oh, E. G., & Kim, H. S. (2016). Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2456

Issue

Section

Research Articles