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ERIC Number: EJ1076314
Record Type: Journal
Publication Date: 2015-Apr
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0735-6331
How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity: A Lag Sequential Analysis
Wu, Sheng-Yi; Hou, Huei-Tse
Journal of Educational Computing Research, v52 n2 p277-298 Apr 2015
Cognitive styles play an important role in influencing the learning process, but to date no relevant study has been conducted using lag sequential analysis to assess knowledge construction learning patterns based on different cognitive styles in computer-supported collaborative learning activities in online collaborative discussions. This study applies Pask's cognitive styles (holist-serialist dimension) as the grouping basis for students who performed an online problem-solving based discussion activity to analyze how cognitive styles affect learning behaviors. By using quantitative content analysis and lag sequential analysis, the study attempts to identify the distribution structure of the knowledge construction activities demonstrated by students with different cognitive styles, as well as the sequential pattern of those behaviors. The results suggest that, with respect to the quantitative content analysis, students who are holists demonstrate sharing, comparing, and discovery tendencies while neglecting the negotiation and coconstruction of knowledge. As a result of their preference for sequential discussion behavior patterns, students who are serialists may find they have limited time for subsequent discussions because they often tend to continue the discussion of previous, unresolved topics. With respect to the pattern of knowledge construction behaviors, students grouped as serialists may remain at the stage of communication and integration during discussions, throughout which process such students may bring up different viewpoints for each topic step by step, conduct resolution-oriented discussions, and then come to an understanding. The holist students, on the other hand, lack such sequential discussion behavior patterns and hence require more intensive intervention and instruction from teachers for the purpose of improving the diversity of their knowledge construction behavior.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A