Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools

This study used a quantitative content analysis (QCA) to code the online discussions and to explore the represented cognitive levels. Next, a lag sequential analysis (LSA) was conducted to analyze the coding results of the QCA to assess the behavioral patterns during the discussion process. The results indicate that students' network troubleshooting abilities improved over the course of the study. The learners' discussion patterns and cognitive levels during the activity are analyzed and discussed here. Differences in sequential cognitive processing patterns were found between the “discussion-centered” and “manipulation-centered” groups. The findings of this research may serve as a reference for instructors of STEM classes when integrating social networking services (e.g., Facebook) and CPS when designing virtual learning activities to improve learning effectiveness and increase cognitive levels.
Source: The Internet and Higher Education - Category: Information Technology Source Type: research