What if online students take on the responsibility

Students’ cognitive presence and peer facilitation techniques

Ye Chen, Jing Lei, Jiaming Cheng

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to investigate the characteristics of online students’ cognitive presence in a peer-facilitated discussion environment, and to identify the peer facilitation techniques that can enhance cognitive presence development. In this study, 738 discussion messages were examined by both qualitative and quantitative content analysis. It was revealed that although cognitive presence was detected in most discussion messages, it was exhibited at a relatively lower level. The involvement of peer facilitators was found to correlate with students’ higher-level cognitive presence. It was found that asking initiating questions of a specific type by peer facilitators can positively affect the level of cognitive presence. In addition, a variety of the peer facilitation techniques were systematically studied to identify their effects on students’ cognitive presence.

Original languageEnglish (US)
Pages (from-to)37-61
Number of pages25
JournalOnline Learning Journal
Volume23
Issue number1
DOIs
StatePublished - Mar 1 2019

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Students
responsibility
student
content analysis

Keywords

  • Cognitive presence
  • Discussion
  • Online instruction
  • Peer facilitation

ASJC Scopus subject areas

  • Education
  • Computer Networks and Communications

Cite this

What if online students take on the responsibility : Students’ cognitive presence and peer facilitation techniques. / Chen, Ye; Lei, Jing; Cheng, Jiaming.

In: Online Learning Journal, Vol. 23, No. 1, 01.03.2019, p. 37-61.

Research output: Contribution to journalArticle

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