Co-creation and online learning

Abstract

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Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review

“…Both Rodriguez (2014) and Stoten et al (2018) found all three aspects of engagement: behavior, cognition, and emotion. The key determinants of behavior engagement in both studies conducted by Rodriguez (2014) and Stoten et al (2018) were the value associated with individual action in the activities of group discussion. The engagement among the students supports their sense of community and co-creation of knowledge (Stoten et al, 2018).…”

“…The key determinants of behavior engagement in both studies conducted by Rodriguez (2014) and Stoten et al (2018) were the value associated with individual action in the activities of group discussion. The engagement among the students supports their sense of community and co-creation of knowledge (Stoten et al, 2018). While the students' cognitive engagement of Stoten et al (2018) was recognized from the improved understanding of students, Rodriguez's (2014) study found that practical inquiry models, such as ACMC, positively influence students' cognitive engagement and emotional engagement, supporting academic progress and rewarding emotional context.…”

“…To examine how students learn, Rodriguez (2014) and Stoten et al (2018) use social constructivism to see the students' development of personal meaning when they interact in online discussions. Both Rodriguez (2014) and Stoten et al (2018) found all three aspects of engagement: behavior, cognition, and emotion.…”

“…To examine how students learn, Rodriguez (2014) and Stoten et al (2018) use social constructivism to see the students' development of personal meaning when they interact in online discussions. Both Rodriguez (2014) and Stoten et al (2018) found all three aspects of engagement: behavior, cognition, and emotion. The key determinants of behavior engagement in both studies conducted by Rodriguez (2014) and Stoten et al (2018) were the value associated with individual action in the activities of group discussion.…”

“…The ACMC platforms used in the reviewed studies have facilitated the learners' tasks (see Figure 3). Here are the task types: (1) individual task (Cunningham, 2019;;Ghosn-Chelala & Al-Chibani, 2018;Hirvela, 2006;Ismailov & Ono, 2021;Jiang & Zhang, 2020;Kim et al, 2021;Saricaoglu & Bilki, 2021;Shabbir et al, 2021;Sleeter et al, 2020;Strobl, 2014;Wilson & Czik, 2016), (2) individual and collaborative work (Angelaina & Jimoyiannis, 2012;Jimoyiannis et al, 2013;Lee et al, 2016;Li & Yu, 2020;Nykopp et al, 2019;Pifarré et al, 2014;Sauro & Sundmark, 2019), (3) individual work and online discussion (Annamalai, 2017), (4) peer discussion (Boyer et al, 2006;Järvelä & Häkkinen, 2002;Zhu, 2006), (5) teacher-student discussion (Dippold, 2009;Hew, 2015), (6) group discussion (Rodriguez, 2014;Stoten et al, 2018), and (7) collaborative task (Abe, 2021;Absalom & Léger, 2011;Cheng & Lei, 2021;Hsu, 2020;Jimoyiannis & Roussinos, 2017;Kılıçkaya, 2020;Li et al, 2014;Schenker, 2021). students' engagement relating to behavioral, affective, and emotional aspects.…”