Towards understanding threads as social and cognitive artifacts for knowledge building in online learning

Autores

  • Murat Oztok Lancaster Univ./Professor

Resumo

Learning scientists have indicated that one way to support knowledge construction in asynchronous threaded discussions is to provide means by which critical discourse can be supported. However, studies that seek to understand critical discourse in online learning tend to focus on the outcomes of threads or examine threads in aggregate. In order to understand the pedagogical processes by which knowledge construction can be initiated and sustained, I examined patterns of social, cognitive, and teaching presences influencing the development of pivotal notes (notes that trigger knowledge construction). Evidence suggests that exhibiting high levels of cognitive presence tends to lead quickly to knowledge construction, whereas the other presences do not. Research directions are suggested to better understand these processes.

Keywords: Online learning, Social presence, Teaching presence, Cognitive presence.

Biografia do Autor

Murat Oztok, Lancaster Univ./Professor

My research interests concern collaborative work and group discussion in digitally-mediated environments, with a theoretical and practical commitment to social justice and equity within learning communities. I draw upon Marxist and Post-Colonial perspectives, and explore the manifestations of social, historical, political, and economic Discourses in digitally-mediated environments. In particular, I am interested in understanding the ways that sociocultural elements inherent in applications of digital education operate to marginalize students who fall outside the ideations of dominant ideology.

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Publicado

2021-02-04

Edição

n. 09 (2014): Interações em ambientes virtuais da aprendizagem

Seção

Artigos

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