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Educ. Sci. 2014, 4(2), 193-208; doi:10.3390/educsci4020193
Article

The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion

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Received: 13 December 2013; in revised form: 23 April 2014 / Accepted: 29 April 2014 / Published: 22 May 2014
(This article belongs to the Special Issue Critical Issues in Educational Technology)
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Abstract: With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners’ cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both quantitatively and qualitatively analyzed. Results revealed that facilitating feedback significantly impacted learners’ cognitive engagement: (1) the level of cognitive engagement presented in treatment group was significantly higher than that of control group; (2) cognitive engagement levels of original postings increased overtime in the treatment group, while decreased in the control group; (3) the difference in discussion quantities between two groups was not significant. Effective feedback strategies and the importance of facilitating feedback in creating quality online instruction were discussed.
Keywords: facilitating feedback; cognitive engagement; asynchronous discussions; online learning facilitating feedback; cognitive engagement; asynchronous discussions; online learning
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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MDPI and ACS Style

Guo, W.; Chen, Y.; Lei, J.; Wen, Y. The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion. Educ. Sci. 2014, 4, 193-208.

AMA Style

Guo W, Chen Y, Lei J, Wen Y. The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion. Education Sciences. 2014; 4(2):193-208.

Chicago/Turabian Style

Guo, Wenge; Chen, Ye; Lei, Jing; Wen, Yan. 2014. "The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion." Educ. Sci. 4, no. 2: 193-208.


Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert