Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection
Published | 9 April 2018 |
Journal | Journal of Computing in Higher Education Volume 30, Issue 3, Pages 489-509 |
Publisher | Springer |
Country | United States, North America |
ABSTRACT
The purpose of this paper is to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online discussion reveals a controversy between peer facilitation and instructor facilitation regarding their strengths and weaknesses. However, the effect of peer-facilitation on critical thinking learning outcome has not been clearly discussed. Situated in a graduate-level program evaluation course, the learners engaged in a debate using a scenario-based case on ethical decision-making. A content analysis of discussion using the Cognitive Presence framework and a social network analysis revealed a significant difference between peer-redirected group and instructor-redirected group in their cognitive presence as well as in interaction dynamic upon receiving the redirection message. Based on findings regarding cognitive presence level, interaction dynamic and perspective change on the debate topic in each group, a peer-facilitation approach is more effective for fostering critical thinking and collaborative discourse.Keywords | asynchronous online discussion · critical thinking · facilitation strategies · interaction dynamic |
CoI focus | Cognitive presence, Teaching presence |
Population | Graduate |
Study design | Case study |
Data analysis | Content analysis, Social network analysis |
Contribution | Practical |
Study aim | "... to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided." |
Finding | "... a peer-facilitation approach is more effective for fostering critical thinking and collaborative discourse." |
Language | English |
ISSN | 1042-1726 |
Refereed | Yes |
DOI | 10.1007/s12528-018-9180-6 |
Export | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 0 distinct readers
COMMUNITY NOTES
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.
POST A COMMENT
SIMILAR RECORDS
Critical thinking, cognitive presence, and computer conferencing in distance education
Garrison, D. Randy; Anderson, Terry; Archer, Walter
This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a ...
Match: cognitive presence; content analysis; critical thinking
A case study of teaching presence in virtual problem-based learning groups
Kamin, Carol S.; O'Sullivan, Patricia; Deterding, Robin R.; Younger, Monica; Wade, Ted
Interest in conducting problem-based learning (PBL) on-line has increased to meet student and physician schedules. Little research describes skills needed to facilitate PBL on-line. In this paper we studied teaching ...
Match: teaching presence; content analysis; united states
A Follow-up Investigation of Teaching Presence in the SUNY Learning Network
Shea, Peter J.; Pickett, Alexandra M.; Pelz, William E.
This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN). In the present studywe review ongoing issues of pedagogy and faculty ...
Match: cognitive presence; teaching presence; united states
Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment
de la Varre, Claire; Keane, Julie; Irvin, Matthew J.
This study examines online instructors’ views of on-site facilitators’ practices and activities that help high school students taking online courses. A qualitative analysis of end-of-course interview data with ...
Match: teaching presence; content analysis; united states
Face-to-Face Versus Threaded Discussions: The Role of Time and Higher-Order Thinking
Meyer, Katrina
This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled ...
Match: cognitive presence; content analysis; united states
Evaluating Online Discussions: Four Difference Frames of Analysis
Meyer, Katrina
This study uses four different “frames” to analyze 17 online discussions that occurred in two doctoral level classes in educational leadership. Two of the frames were developmental models: King and Kitchener’s ...
Match: cognitive presence; content analysis; critical thinking; united states
Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks
Tirado Morueta, Ramón; Maraver López, Pablo; Hernando Gómez, Ángel; Harris, Victor W.
The purpose of the current study was to explore social and cognitive relationships among students when they are solving complex cognitive tasks in online discussion forums (self-regulated). An online course targeting ...
Match: cognitive presence; content analysis
Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020)
Moore, Robert L; Miller, Courtney N.
Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 20082020 that empirically ...
Match: cognitive presence; content analysis
Teaching presence and regulation in an electronic portfolio
Torras, M. Eulalia; Mayordomo, Rosa
Teaching presence provides conceptual coherence to construct, operationalise and interpret the regulation of online learning environments. Electronic portfolios contribute to the regulatory process moving from an ...
Match: teaching presence; content analysis
Technology Readiness as a Predictor of Cognitive Presence in Online Higher Education
Abraham, David Rajan
Online education depends on a variety of technology tools for cognitive-related activities; however, it is unclear whether the current proliferation of tools is an indicator of a learner’s readiness to use them ...
Match: cognitive presence; united states