Understanding the evolution of cognitive engagement with interaction levels in online learning environments
Insights from learning analytics and epistemic network analysis
Bibliographic Data
| ID | 21499772 |
|---|---|
| Authors | Liming Guo (0000-0002-6400-3775, Research Center of Distance Education Beijing Normal University Beijing People's Republic of China), Junlei Du (0000-0002-2881-5223, Institute of Big Data Application in Primary Education Beijing Normal University Beijing People's Republic of China), Qinhua Zheng (0000-0003-4874-3295, Research Center of Distance Education Beijing Normal University Beijing People's Republic of China, corresponding author) |
| Year | 2023 |
| Volume | 39 |
| Issue | 3 |
| Pages | 984-1001 |
| Publication date | 2023-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12781 |
| OpenAlex | W4316467607 |
| Language | EN |
| Citations received | 21 |
| References cited | 69 |
Cognition · Cognitive psychology · Data science · Learning analytics · Mathematics education · Online discussion · Student engagement · World Wide Web · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
Using epistemic network analysis to examine the cognitive engagement process in online collaborative learning
Driving STEM learning effectiveness
The measurement and characteristic analysis of learner interaction levels in cMoocs based on path analysis
Dynamics of cMooc learner interactions in different social media
Automatically exploring learning experience, interaction pattern, challenge-skill balance, and their relationships in online learning
Unraveling the factors influencing deep learning in online education
Investigating cognitive engagement patterns in online collaborative learning
Exploring the impact of AI technology on student collaborative learning based on a multi-layer network perspective
Disruptive talk in online collaborative discussions
Epistemic network analysis of novice and expert chemistry teachers’ multimodal questioning and feedback behaviours
Diversified resource access paths in Moocs
Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement
Technological Competence in Formal Education Collaborative Maker Projects
Cognitive Engagement in Online Learning Environments
Multi‐Layered Temporal Network Analysis
Investigating the Educational Impact of Robotics Classrooms on Problem‐Solving Skills and Cognitive Development Among Higher Education Students
From human to AI interactions
Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning
What Makes Digital Citizenship Fragile
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme
Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning
Situational interest, computer self‐efficacy and self‐regulation
The Icap Framework
Measuring Cognitive Engagement With Self-Report Scales
A Tutorial on Epistemic Network Analysis
Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing
Interaction and learning engagement in online learning
Students' engagement in asynchronous online discussion
Group regulation and social-emotional interactions observed in computer supported collaborative learning
School Engagement
Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing
Developing a collaborative writing system with visualization interaction network analysis to facilitate online learning performance
Transactional distance perceptions, student engagement, and course satisfaction in flipped learning
Modelling Mooc learners' social behaviours
The dynamics of a Mooc's learner-learner interaction over time
Assessing individual contributions to Collaborative Problem Solving
Identifying patterns of epistemic emotions with respect to interactions in massive online open courses using deep learning and social network analysis
Automated detection of emotional and cognitive engagement in Mooc discussions to predict learning achievement
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses
Learning analytics on structured and unstructured heterogeneous data sources
Refining qualitative ethnographies using Epistemic Network Analysis
Effects of teacher role on student engagement in WeChat-Based online discussion learning
Understanding student teachers’ collaborative problem solving
Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback
Analysing interactions in online discussions through social network analysis
Effect of three network visualizations on students' social‐cognitive engagement in online discussions
Sentiment evolution with interaction levels in blended learning environments
Identifying Learners’ Interaction Patterns in an Online Learning Community
| Unique citing works | 21 |
|---|---|
| Citations per year | 7 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |