{"title":"MOOC 论坛讨论任务在学习者认知参与中的作用","authors":"Dennis A. Rivera, Mariane Frenay, Magali Paquot","doi":"10.1111/jcal.13001","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Forums in massive open online courses (MOOCs) enable written exchanges on course content; hence, they can potentially facilitate learners' cognitive engagement. Given the myriad of MOOC forum messages, this engagement is commonly analysed automatically through the linguistic features of the messages. Assessing linguistic features of learners' forum messages involves consideration of the learning tasks. MOOC forum discussion tasks, however, have not been previously considered.</p>\n </section>\n \n <section>\n \n <h3> Objective and Method</h3>\n \n <p>This study explores the effects of MOOC forum discussion tasks on learners' cognitive engagement. Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random-forest modelling to identify the linguistic and task-related features that help to categorise learners' cognitive engagement according to SOLO levels.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Manual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. Random-forest modelling showed that these linguistic features, together with the SOLO levels encouraged in the discussion tasks, played an important role in identification of learners' cognitive engagement.</p>\n </section>\n \n <section>\n \n <h3> Major Takeaways</h3>\n \n <p>Our results highlight the importance of the pedagogical design of MOOC forum tasks in helping learners engage cognitively. Our study also contributes to the empirical evidence that learners' linguistic choices can afford insights into the quality of their cognitive engagement.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2103-2120"},"PeriodicalIF":5.1000,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of MOOC forum discussion tasks in learners' cognitive engagement\",\"authors\":\"Dennis A. 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Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random-forest modelling to identify the linguistic and task-related features that help to categorise learners' cognitive engagement according to SOLO levels.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Manual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. 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引用次数: 0
摘要
大规模开放式在线课程（MOOC）中的论坛可以就课程内容进行书面交流，因此有可能促进学习者的认知参与。鉴于 MOOC 论坛上的信息数不胜数，这种参与通常是通过信息的语言特点来自动分析的。评估学习者论坛信息的语言特点需要考虑学习任务。本研究探讨了 MOOC 论坛讨论任务对学习者认知参与的影响。根据观察到的学习成果结构（SOLO）分类法，我们手动标注了论坛讨论任务所鼓励的、学习者在开始讨论的消息（即主题启动器）中表现出的不同认知参与水平。我们研究了与讨论任务的教学设计相关的线程启动器的语言特点。人工分析表明，学习者的主题启动语主要反映了表面的 SOLO 水平，并且包含很少的学术词汇和有凝聚力的语言。随机森林建模显示，这些语言特征与讨论任务中鼓励的 SOLO 水平一起，在识别学习者的认知参与度方面发挥了重要作用。我们的研究结果凸显了 MOOC 论坛任务的教学设计在帮助学习者参与认知方面的重要性。我们的研究还有助于提供实证证据，证明学习者的语言选择可以深入了解其认知参与的质量。
The role of MOOC forum discussion tasks in learners' cognitive engagement
Background
Forums in massive open online courses (MOOCs) enable written exchanges on course content; hence, they can potentially facilitate learners' cognitive engagement. Given the myriad of MOOC forum messages, this engagement is commonly analysed automatically through the linguistic features of the messages. Assessing linguistic features of learners' forum messages involves consideration of the learning tasks. MOOC forum discussion tasks, however, have not been previously considered.
Objective and Method
This study explores the effects of MOOC forum discussion tasks on learners' cognitive engagement. Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random-forest modelling to identify the linguistic and task-related features that help to categorise learners' cognitive engagement according to SOLO levels.
Results
Manual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. Random-forest modelling showed that these linguistic features, together with the SOLO levels encouraged in the discussion tasks, played an important role in identification of learners' cognitive engagement.
Major Takeaways
Our results highlight the importance of the pedagogical design of MOOC forum tasks in helping learners engage cognitively. Our study also contributes to the empirical evidence that learners' linguistic choices can afford insights into the quality of their cognitive engagement.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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