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Understanding student interaction and cognitive engagement in online discussions using social network and discourse analyses

Datos Bibliográficos

ID21618702
AutoresPriya Sharma (0000-0002-3018-1637, Pennsylvania State University, autor de correspondencia), Mahir Akgün (0000-0001-6884-0119, Pennsylvania State University), Qiyuan Li (0009-0009-0112-9440)
Año2024
Volumen72
Número5
Páginas2631-2654
Fecha de publicación2024-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Technology Research and Development (JOURNAL)
Identificadores de la revistaISSN: 1042-1629 • E-ISSN: 1556-6501
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11423-023-10261-w
OpenAlexW4381381870
IdiomaEN
Citas recibidas6
Referencias citadas65

Categorization · Centrality · Cognition · Collaborative learning · Constructive · Discourse analysis · Linguistics · Mathematics education · Online discussion · Social media · Social network analysis · Student engagement · World Wide Web · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology · Artificial Intelligence

  • How does peer-led teaching presence promote the development of cognitive presence? Evidence based on behavioural sequence analysis

    Open Access•Xuemei Bai, Xiaoqing Gu•Australasian Journal of…•2025

  • Different journeys

    Open Access•Gina Wisker•Innovations in Education and…•2026

  • Strategies for success in online learning for non-traditional students

    Open Access•Ademola Olatide Olaniyan, Afam Uzorka•Social Sciences & Humanities Open•2026

  • Distance learning using artificial intelligence

    Open Access•Maxot Rakhmetov, Bayan Kuanbayeva et al.•Frontiers in Education•2026

  • Digital discourse

    Hao Peng, Peipei Zhou•Interactive Learning Environments•2026

  • The sequential analysis of interaction in online collaborative learning

    Open Access•Can Xiao, Han Xie et al.•European Journal of Psychology of…•2025

  • Active‐Constructive‐Interactive

    Open Access•Michelene T H Chi, T H Michelene•Topics in Cognitive Science•2009

  • Problem-Based Learning

    Open Access•Cindy E Hmelo-Silve, Cindy E Hmelo-Silver•Educational Psychology Review•2004

  • The Icap Framework

    Michelene T H Chi, T H Michelene et al.•Educational Psychologist•2014

  • The Construction of Shared Knowledge in Collaborative Problem Solving

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  • Affect and engagement during small group instruction

    Open Access•Lisa Linnenbrink-Garcia, Toni Kempler Rogat et al.•Contemporary Educational Psychology•2011

  • Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks

    Open Access•Alfred P Rovai•The Internet and Higher Education•2002

  • School Engagement

    Open Access•Jennifer A Fredricks, Phyllis C Blumenfeld et al.•Review of Educational Research•2004

  • Motivational and self-regulated learning components of classroom academic performance.

    Paul R Pintrich, Elisabeth Vialpando De Groot•Journal of Educational Psychology•1990

  • Automated detection of emotional and cognitive engagement in Mooc discussions to predict learning achievement

    Open Access•Sannyuya Liu, Shiqi Liu et al.•Computers & Education•2022

  • Studying Discourse as Social Interaction

    Open Access•Christopher J Wagner, María González‐howard et al.•Educational Researcher•2018

  • Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development

    Paul Cobb•Educational Researcher•1994

  • Learning Analytics Dashboard Applications

    Open Access•Katrien Verbert, Erik Duval et al.•American Behavioral Scientist•2013

  • Social network analysis

    Open Access•John G Scott, John Scott•Social Network Analysis and Mining•2011

  • Situated Learning

    Open Access•Jean Lave, Etienne Wenger•Situated Learning•1991

Obras citantes distintas6
Citas por año6
Intervalo de citas2025 - 2026 (2)
Velocidad de citacióncurrent
Altamente citadoNo
Tipos de citaNeutras: 5
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