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Enhancing Learners’ Cognitive Engagement in Online Discussions: Implementation of Audio- and Video-Based Argumentation Activity
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, Georgia College and State University, United States ; , The University of Georgia, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this paper is to discuss 1) the influence of the audio-and video-based argumentation activity on adult learners’ cognitive engagement in online discussions and 2) the influence of the participation in the activity on learners’ perceptions regarding the online asynchronous discussion activities. The context of the study is an online graduate level course at a small liberal arts university in United States. The data collection starts in end of May, 2013 and data will be collected using student profile surveys, student artifacts such as discussion postings, and their initial and final arguments and semi-structured interviews. The findings of the study will contribute to the educational research community by adding to the knowledge base in methods for supporting asynchronous online argumentation in a higher education context. Also, the study will benefit college instructors with practical design principles as well as students with meaningful engagement in asynchronous online

Citation

Oh, E. & Kim, H.S. (2013). Enhancing Learners’ Cognitive Engagement in Online Discussions: Implementation of Audio- and Video-Based Argumentation Activity. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2031-2036). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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