NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1117924
Record Type: Journal
Publication Date: 2014-Jun
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2227-7102
The Effects of Facilitating Feedback on Online Learners' Cognitive Engagement: Evidence from the Asynchronous Online Discussion
Guo, Wenge; Chen, Ye; Lei, Jing; Wen, Yan
Education Sciences, v4 n2 p193-208 Jun 2014
With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners' cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both quantitatively and qualitatively analyzed. Results revealed that facilitating feedback significantly impacted learners' cognitive engagement: (1) the level of cognitive engagement presented in treatment group was significantly higher than that of control group; (2) cognitive engagement levels of original postings increased overtime in the treatment group, while decreased in the control group; (3) the difference in discussion quantities between two groups was not significant. Effective feedback strategies and the importance of facilitating feedback in creating quality online instruction were discussed.
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A