Examining cognitive attributes in student-teacher and student-student online interactions

摘要

This paper explores whether the source for cognitive attributes is in teacher-student interactions or student-student interactions. Quantitative data analysis suggests that there is no conclusive answer. However, there was a higher-level of cognitive attributes in the teacher-student interactions than student-student interactions, in particular in the cognitive category of Sharing information, but less so in other higher-level cognitive categories. When using qualitative discourse analysis, an interesting finding emerged. It appears that teachers can intentionally raise the level of cognitive discussion by providing certain types of stimulation, especially challenges, to the group of online learners, constantly presenting higher-level cognitive tasks.