Exploring the Relationship Between Social Interaction, Cognitive Processing and Learning Achievements in a MOOC Discussion Forum. (March 2022)

• Record Type: Journal Article
• Authors: Liu, Zhi; Zhang, Ning; Peng, Xian; Liu, Sannyuya; Yang, Zongkai; Peng, Jiyi; Su, Zhu; Chen, Jia
• Is Part Of: Journal of educational computing research. Volume 60:Number 1(2022)
• Page Start: 132
• Page End: 169
• Publication Date: 2022-03
• Subjects: Social network analysis (SNA) -- epistemic network analysis (ENA) -- MOOC discussion forum -- learning achievements -- cognitive learning -- SC-LIWC; Computer literacy -- Periodicals; Computer-assisted instruction -- Periodicals; Computer managed instruction -- Periodicals; Education -- Data processing -- Periodicals; 371.334
• DOI: 10.1177/07356331211027300
• Languages: English
• ISSNs: 0735-6331

Abstract

In the field of learning analytics, mining the regularities of social interaction and cognitive processing have drawn increasing attention. Nevertheless, in MOOCs, there is a lack of investigations on the combination of social and cognitive behavioral patterns. To fill in this gap, this study aimed to uncover the relationship between social interaction, cognitive processing, and learning achievements in a MOOC discussion forum. Specifically, we collected the 3925 participants' forum data throughout 16 weeks. Social network analysis and epistemic network analysis were jointly adopted to investigate differences in social interaction, cognitive processing between two achievement groups, and the differences in cognitive processing networks between two types of communities. Finally, moderation analysis was employed to examine the moderating effect of community types between cognitive processing and learning achievements. Results indicated that: (1) the high- and low-achieving groups presented significant differences in terms of degree, betweenness, and eigenvector centrality; (2) the stronger cognitive connections were found within the high-achieving group and the instructor-led community; (3) the cognitive processing indicators including insight, discrepancy, and tentative were significantly negative predictors of learning achievements, whereas inhibition and exclusive were significantly positive predictors; (4) the community type moderated the relationship between cognitive processing and learning achievements.