Next Article in Journal
eLearning: Exploring Digital Futures in the 21st Century
Next Article in Special Issue
Investigating Gender and Racial/Ethnic Invariance in Use of a Course Management System in Higher Education
Previous Article in Journal
"E-tivities from the Front Line”: A Community of Inquiry Case Study Analysis of Educators’ Blog Posts on the Topic of Designing and Delivering Online Learning
Previous Article in Special Issue
Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection
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

1
,
2
,
2,*  and 3
1 Graduate School of Education, Peking University, Beijing 100871, China 2 Syracuse University, 336 Huntington Hall, Syracuse University, Syracuse, NY 13244, USA 3 Education Institute of Beijing, 2 Wenxing St. Xicheng, Beijing 100120, China
* Author to whom correspondence should be addressed.
Received: 13 December 2013 / Revised: 23 April 2014 / Accepted: 29 April 2014 / Published: 22 May 2014
(This article belongs to the Special Issue Critical Issues in Educational Technology)
View Full-Text   |   Download PDF [9523 KB, uploaded 22 May 2014]   |   Browse Figures

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.

Share & Cite This Article

Further Mendeley | CiteULike
Export to BibTeX |
EndNote
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.

View more citation formats

Related Articles

Article Metrics

Comments

Cited By

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