Cognitive presence in virtual collaborative learning

Cognitive presence in virtual collaborative learning PurposeThe purpose of this study is to introduce a virtual collaborative learning setting called “Net Economy”, which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle.Design/methodology/approachUsing the community of inquiry framework as guidance and canonical action research (CAR) as the chosen research design, the discussion forum of the online course is assessed regarding its critical thinking value. We thereby measure critical thinking with the help of the according model provided by Newman et al. (1995), which differentiates 40 indicators of critical thinking from 10 different categories.FindingsThe calculated critical thinking ratios for the analyzed two discussion threads indicate a strong use of outside knowledge, intensive justification and critical assessment of posts by the students. But at the same time, there are also weak spots, like manifold repetitions. Based on these results, we derive changes for the next course cycle to improve the critical thinking of the students.Originality/valueA comparison of the results after the next course cycle will then allow us to assess the effects of the implemented changes, which would not be possible without a critical thinking diagnosis approach. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Cognitive presence in virtual collaborative learning

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1741-5659
D.O.I.
10.1108/ITSE-12-2015-0034
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this study is to introduce a virtual collaborative learning setting called “Net Economy”, which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle.Design/methodology/approachUsing the community of inquiry framework as guidance and canonical action research (CAR) as the chosen research design, the discussion forum of the online course is assessed regarding its critical thinking value. We thereby measure critical thinking with the help of the according model provided by Newman et al. (1995), which differentiates 40 indicators of critical thinking from 10 different categories.FindingsThe calculated critical thinking ratios for the analyzed two discussion threads indicate a strong use of outside knowledge, intensive justification and critical assessment of posts by the students. But at the same time, there are also weak spots, like manifold repetitions. Based on these results, we derive changes for the next course cycle to improve the critical thinking of the students.Originality/valueA comparison of the results after the next course cycle will then allow us to assess the effects of the implemented changes, which would not be possible without a critical thinking diagnosis approach.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Apr 18, 2016

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