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Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools
ARTICLE

, Graduate Institute of Information Management, Taiwan ; , Graduate Institute of Applied Science and Technology, Taiwan ; , Department of Information Communication, Taiwan ; , Graduate Institute of Information and Computer Education, Taiwan

Internet and Higher Education Volume 22, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Simulation and manipulation play vital roles in teaching procedural knowledge in science, technology, engineering, and mathematics (STEM) education. However, most studies in these fields have only focused on learning effectiveness rather than on students' collaborative problem-solving (CPS) processes and cognitive processing patterns in problem-solving activities. This paper aims to analyze learners' cognitive processing patterns in a CPS teaching activity that integrates Facebook discussion tools and simulation-based teaching software. The participants in this study included 45 students from the College of Management at a university in northern Taiwan. These students took an elective course titled “Introduction to the Network.” This study used a quantitative content analysis (QCA) to code the online discussions and to explore the represented cognitive levels. Next, a lag sequential analysis (LSA) was conducted to analyze the coding results of the QCA to assess the behavioral patterns during the discussion process. The results indicate that students' network troubleshooting abilities improved over the course of the study. The learners' discussion patterns and cognitive levels during the activity are analyzed and discussed here. Differences in sequential cognitive processing patterns were found between the “discussion-centered” and “manipulation-centered” groups. The findings of this research may serve as a reference for instructors of STEM classes when integrating social networking services (e.g., Facebook) and CPS when designing virtual learning activities to improve learning effectiveness and increase cognitive levels.

Citation

Lin, P.C., Hou, H.T., Wu, S.Y. & Chang, K.E. (2014). Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. Internet and Higher Education, 22(1), 51-56. Elsevier Ltd. Retrieved October 24, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2014.05.001

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