Disruptive talk in online collaborative discussions
Profiles and their impact on cognitive engagement
Bibliographic Data
| ID | 21631332 |
|---|---|
| Authors | Shuang Yu (0000-0001-6565-3019, Central China Normal University), Junmin Ye (Central China Normal University, corresponding author), Xinghan Yin (0009-0000-6761-8903, Central China Normal University), Yubei Chang (0000-0002-9215-2567, Central China Normal University), Sheng Luo (0000-0001-5192-8878, Central China Normal University), Qingtang Liu (0000-0001-9410-9856, Central China Normal University) |
| Year | 2026 |
| Volume | 34 |
| Issue | 5 |
| Pages | 2761-2775 |
| Publication date | 2026-05-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2025.2553120 |
| OpenAlex | W4414194828 |
| Language | EN |
| References cited | 48 |
Online collaborative discussions are vital in education, promoting student interaction and knowledge construction. However, disruptive talk – such as interrupting the discussion process, being perfunctory about the task, or attacking other members – can impede collaboration and cognitive engagement. This study analyzes disruptive discourse profiles among 47 engineering students and its impact on cognitive engagement. We used content analysis method coded disruptive talk and cognitive engagement, then employed clustering algorithms identified distinct disruptive talk profiles. Epistemic Network Analysis revealed differences in cognitive engagement patterns among these profiles. Findings indicate three disruptive talk groups: high cognitive-emotional disruption group, moderate mixed disruption group, and low mixed disruption group, each with varying cognitive engagement levels. Notably, the moderate mixed group demonstrates higher cognitive engagement through interactive behaviors like “questioning argumentation” and “building on others”. This study highlights the importance of understanding disruptive talk’s impact on cognitive engagement in online learning, informing educators on effective intervention strategies
Cognition · Cognitive style · Computer-mediated communication · Conversation analysis · Educational technology · Electronic learning · Student engagement · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics
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| Citation velocity | historical |
|---|---|
| Highly cited | No |