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Examining the characteristics of student postings that are liked and linked in a CSCL environment

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Examining the characteristics of student postings that are liked and linked in a CSCL environment. / Alexandra, Makos; Lee, Kyungmee; Zingaro, Daniel.
In: British Journal of Educational Technology, Vol. 46, No. 6, 11.2015, p. 1281-1294.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Alexandra, M, Lee, K & Zingaro, D 2015, 'Examining the characteristics of student postings that are liked and linked in a CSCL environment', British Journal of Educational Technology, vol. 46, no. 6, pp. 1281-1294. https://doi.org/10.1111/bjet.12201

APA

Alexandra, M., Lee, K., & Zingaro, D. (2015). Examining the characteristics of student postings that are liked and linked in a CSCL environment. British Journal of Educational Technology, 46(6), 1281-1294. https://doi.org/10.1111/bjet.12201

Vancouver

Alexandra M, Lee K, Zingaro D. Examining the characteristics of student postings that are liked and linked in a CSCL environment. British Journal of Educational Technology. 2015 Nov;46(6):1281-1294. Epub 2014 Oct 15. doi: 10.1111/bjet.12201

Author

Alexandra, Makos ; Lee, Kyungmee ; Zingaro, Daniel. / Examining the characteristics of student postings that are liked and linked in a CSCL environment. In: British Journal of Educational Technology. 2015 ; Vol. 46, No. 6. pp. 1281-1294.

Bibtex

@article{a2b3faa5997f4a39a9cd47f8d4236ce9,
title = "Examining the characteristics of student postings that are liked and linked in a CSCL environment",
abstract = "This case study is the first iteration of a large-scale design-based research project to improve Pepper, an interactive discussion-based learning environment. In this phase, we designed and implemented two social features to scaffold positive learner interactivity behaviors: a “Like” button and linking tool. A mixed-methods approach was used to examine communicative and cognitive characteristics of notes. Additionally, we develop and apply a new metric for cognitive complexity that acknowledges a range of cognitive behavior valuable to a learning community. The findings suggest that the Like and linking functions positively cultivated and sustained interactive behaviors among students, which also led to an increase in the cognitive complexity of student contributions to the online discussion. Suggestions for future iterations of this project are offered.",
author = "Makos Alexandra and Kyungmee Lee and Daniel Zingaro",
year = "2015",
month = nov,
doi = "10.1111/bjet.12201",
language = "English",
volume = "46",
pages = "1281--1294",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Blackwell Publishing Ltd",
number = "6",

}

RIS

TY - JOUR

T1 - Examining the characteristics of student postings that are liked and linked in a CSCL environment

AU - Alexandra, Makos

AU - Lee, Kyungmee

AU - Zingaro, Daniel

PY - 2015/11

Y1 - 2015/11

N2 - This case study is the first iteration of a large-scale design-based research project to improve Pepper, an interactive discussion-based learning environment. In this phase, we designed and implemented two social features to scaffold positive learner interactivity behaviors: a “Like” button and linking tool. A mixed-methods approach was used to examine communicative and cognitive characteristics of notes. Additionally, we develop and apply a new metric for cognitive complexity that acknowledges a range of cognitive behavior valuable to a learning community. The findings suggest that the Like and linking functions positively cultivated and sustained interactive behaviors among students, which also led to an increase in the cognitive complexity of student contributions to the online discussion. Suggestions for future iterations of this project are offered.

AB - This case study is the first iteration of a large-scale design-based research project to improve Pepper, an interactive discussion-based learning environment. In this phase, we designed and implemented two social features to scaffold positive learner interactivity behaviors: a “Like” button and linking tool. A mixed-methods approach was used to examine communicative and cognitive characteristics of notes. Additionally, we develop and apply a new metric for cognitive complexity that acknowledges a range of cognitive behavior valuable to a learning community. The findings suggest that the Like and linking functions positively cultivated and sustained interactive behaviors among students, which also led to an increase in the cognitive complexity of student contributions to the online discussion. Suggestions for future iterations of this project are offered.

U2 - 10.1111/bjet.12201

DO - 10.1111/bjet.12201

M3 - Journal article

VL - 46

SP - 1281

EP - 1294

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 6

ER -