The Impact of Role Assignment on Cognitive Presence in Asynchronous Online Discussion

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Author(s): Larisa Olesova (George Mason University, USA)and Jieun Lim (Purdue University, USA)
Copyright: 2017
Pages: 21
Source title: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
Source Author(s)/Editor(s): Phu Vu (University of Nebraska at Kearney, USA), Scott Fredrickson (University of Nebraska at Kearney, USA)and Carl Moore (University of DC, USA)
DOI: 10.4018/978-1-5225-1851-8.ch002

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in Higher Education

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Abstract

This study examined the impact of role assignment on cognitive presence when students participated in asynchronous online threaded discussions. A mixed methods design was used to investigate changes in the levels of cognitive presence while the students participated in an online introductory nutrition course. This study found evidence that scripted role assignment can be an effective instructional strategy when the approach is implemented into asynchronous online discussions. Implications for instructors and designers of asynchronous online learning environments are discussed.

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The Impact of Role Assignment on Cognitive Presence in Asynchronous Online Discussion

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