Paper ID
1825
Paper Type
short
Description
Student’s cognitive engagement in online collaborative learning is a critical issue in higher education. In this study, we aim to investigate how to effectively promote students’ cognitive engagement in online collaborative learning through innovative collaborative learning tool design. Based on literature review, we argue that using utterance annotations with message valence will be an effective way to achieve this goal. We implement this idea in a newly developed online collaborative learning tool. We will evaluate the effectiveness of this proposed innovative feature by conducting a field experiment in an undergraduate course. Students’ participation performance and learning performance will be collected and analysed. Surveys and interviews will be also conducted to further evaluate the feature effectiveness. We believe that this study will significantly contribute to the theoretical landscape of Computer-Supported Collaborative Learning (CSCL), and provide important practical contributions for both educators and learners.
Recommended Citation
The, Benedict; Yang, Lu; and Wang, Qiyun, "What’s on Your Mind? Promoting Cognitive Engagement Using Utterance Annotations in Online Collaborative Learning" (2019). ICIS 2019 Proceedings. 4.
https://aisel.aisnet.org/icis2019/learning_environ/learning_environ/4
What’s on Your Mind? Promoting Cognitive Engagement Using Utterance Annotations in Online Collaborative Learning
Student’s cognitive engagement in online collaborative learning is a critical issue in higher education. In this study, we aim to investigate how to effectively promote students’ cognitive engagement in online collaborative learning through innovative collaborative learning tool design. Based on literature review, we argue that using utterance annotations with message valence will be an effective way to achieve this goal. We implement this idea in a newly developed online collaborative learning tool. We will evaluate the effectiveness of this proposed innovative feature by conducting a field experiment in an undergraduate course. Students’ participation performance and learning performance will be collected and analysed. Surveys and interviews will be also conducted to further evaluate the feature effectiveness. We believe that this study will significantly contribute to the theoretical landscape of Computer-Supported Collaborative Learning (CSCL), and provide important practical contributions for both educators and learners.