Emily K. Faulconer and John Griffith
In online courses, asynchronous discussions are a common course activity that helps build community, explore concepts and provide an opportunity for formative feedback.
Abstract
Purpose
In online courses, asynchronous discussions are a common course activity that helps build community, explore concepts and provide an opportunity for formative feedback.
Design/methodology/approach
This case study explored engagement patterns in the Yellowdig platform used in an introductory-level chemistry class. Data were examined using Z scores, multiple regression, ANOVA and non-parametric testing to identify the impact of student activity on discussion and summative assignment grades.
Findings
Profiles of learner engagement were identified using the interactive, constructive, active and passive (ICAP) cognitive engagement framework. These profiles can be used as predictors of student performance. Moderately high and moderately low activity groups scored significantly better than low or significantly low activity groups.
Originality/value
This study unveils distinct learner engagement profiles linked to performance outcomes, providing valuable insights for online course design and pedagogical practice.
Details
Keywords
Emily K. Faulconer, Charlotte Bolch and Beverly Wood
As online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often…
Abstract
Purpose
As online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often include a discussion forum to promote community through interaction between students and instructors. Students interact both socially and cognitively; instructors' engagement often demonstrates social or teaching presence. Students' engagement in the discussions introduces both intrinsic and extraneous cognitive load. The purpose of this study is to validate an instrument for measuring cognitive load in asynchronous online discussions.
Design/methodology/approach
This study presents the validation of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions in an introductory physics course.
Findings
The instrument demonstrated reliability for a model with four subscales for all five discrete tasks. This study is foundational for future work that aims at testing the efficacy of interventions, and reducing extraneous cognitive load in asynchronous online discussions.
Research limitations/implications
Nonresponse error due to the unincentivized, voluntary nature of the survey introduces a sample-related limitation.
Practical implications
This study provides a strong foundation for future research focused on testing the effects of interventions aimed at reducing extraneous cognitive load in asynchronous online discussions.
Originality/value
This is a novel application of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions.