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Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses
Cacciamani S., Cesareni D., Martini F., Ferrini T., Fujita N. Computers & Education58 (3):874-884,2012.Type:Article
Date Reviewed: May 2 2012

This study examines the influences of three factors on indicators of learning in online course discussion forums. The results agree with the findings of the researchers’ literature review: the students’ levels of participation, facilitator support, and metacognitive reflection are associated with positive learning indicators. The findings should be of interest to instructional designers and researchers of online courses.

The study measures university student engagement conducive to knowledge building (according to the like-named pedagogical theory). Engagement is assessed using epistemic agency, one of the theory’s principles, which relates to the students’ creation, improvement, and advancement of ideas in the interest of the forum community. This measure adds a theoretical dimension to other studies of student engagement in online courses, such as Dale and Lane’s [1].

The study’s dependent categories (in 2x2 chi-square analyses) are basic and advanced epistemic agency based on content analyses of forum posts. Comments that propose and elaborate information are indicators of basic epistemic agency, and comments that explore problems and evaluate ideas are indicators of advanced epistemic agency.

In analyzing the effect of participation, the independent categories measure a high or low number of posts. The authors report that the chi-square test (Χ2 (1, N = 41) = 3.45; p < .10) is “not so far from statistical significance.” They conclude that “high participation ... is quite associated with a greater tendency to explore and evaluate.”

In analyzing the effect of facilitator support, the independent categories involve either supportive or oppositional tutors. The supportive style is associated with more advanced engagement (Χ2 (1, N = 31) = 4.82; p < .05).

In analyzing the effect of metacognitive reflection, the independent categories are based on whether or not students were asked six reflective questions. Metacognitive reflection was found to be associated with more advanced engagement (Χ2 (1, N = 26) = 10.57; p < .01).

Reviewer:  Wm. R. Oates Review #: CR140107 (1209-0967)
1) Dale, C.; Lane, A. M. A wolf in sheep’s clothing? An analysis of student engagement with virtual learning. Journal of Hospitality, Leisure, Sport and Tourism Education 6, (2007), 100–108.
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Computer-Assisted Instruction (CAI) (K.3.1 ... )
 
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