Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners’ cognitive presence and learning achievements

Abstract

The MOOCs (Massive Open Online Courses) forum carries rich discussion data that contains multi-level cognition-related behavior patterns, which brings the potential for an in-depth investigation into the development trend of the group and individual cognitive presence in discourse interaction. This paper describes a study conducted in the context of an introductory astronomy course on the Chinese MOOCs platform, examining the relationship between discussion pacings (i.e., instructor-paced or learner-paced discussion), cognitive presence, and learning achievements. Using content analysis, lag sequential analysis, logistic regression, and grouped regression approaches, the study analysed the online discussion data collected from the Astronomy Talk course involving 2603 participants who contributed 24,018 posts. The findings of the study demonstrated the significant cognitive sequential patterns, and revealed the significant differences in the distribution of cognitive presence with different discussion pacings and learning achievement groups, respectively. Moreover, we found that the high-achieving learners were mostly in the exploration, integration, and resolution phase, and learner-paced discussion had a greater moderating effect on the relationship between cognitive presence and learning achievements. Based on the findings and discussion, suggestions for improving the learners' cognitive presence and learning achievements in the MOOC environment are discussed.

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

“…Furthermore, technology-assisted learning also enables a learner to acquire supportive learning materials easily, which helps in making their prospective concepts clear and boosts their academic achievement. This finding reflects the findings of Liu et al (2022) , where learners reported a high level of cognitive understanding and learning achievements in the MOOC discussion forum. Thus, in order to enhance students’ learning achievements, it is considered worthwhile for teachers to frame inquiry-based and open discussion activities integrated with the learning materials.…”

“…Several studies also highlighted the significance of ICT-integrated instructional approaches in meeting the educational needs of the learners by increasing their thoughtfulness and keeping students motivated, which is viewed as a significant predictor of students’ educational growth ( Xu et al, 2021 ). Liu et al (2022) also identified that technology-integrated learning increases the cognitive understanding and learning achievements of students. In addition, ICT incorporated teaching-learning practices also enable learners to stay connected with their instructors and peers ( via various social media platforms), help students resolve their academic challenges and keep them participating actively in the learning activities ( Liu Z. et al, 2021 ).…”

Assessing cognitive presence in online inquiry‐based discussion through text classification and epistemic network analysis

“…Although this approach is convenient and practical, it suffers the risk of overlooking connections between CP phases. Garrison (2016) and Liu et al (2022) suggested that CP does not always develop linearly. Instead, there can be constant interactions in the action‐deliberation and perception‐conception dimensions.…”

Predictive modelling and analytics of students’ grades using machine learning algorithms

“…Liu et al ( 2022b ) explores the relationship between social interaction, cognitive processing and learning achievement in a MOOC discussion forum. Liu et al ( 2022c ) discusses the relationship between discussion pacing (i.e., instructor-paced or learner-paced discussion), cognitive presence, and learning achievements. Emotion experiences, cognitive presence or social interactions in discourses as highlighted by the works of (Liu et al, 2019 , 2022a , 2022b , 2022c ) provide some deeper and implicit features that have a definite impact on the learning achievement of the learner.…”