Linking cognitive processes and learning outcomes: The influence of cognitive presence on learning performance in MOOCs

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作者信息关键词期刊信息基础信息归属信息摘要

成果类型：

期刊论文

作者：

Liu, Bowen;Xing, Wanli;Zeng, Yifang;Wu, Yonghe

通讯作者：

Liu, Bowen(liu_bwen@163.com)

作者机构：

[Liu, Bowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

[Xing, Wanli] Univ Florida, Coll Educ, Sch Teaching & Learning, Gainesville, FL USA.

[Zeng, Yifang] Texas Tech Univ, Coll Educ, Dept Educ Psychol & Leadership, Lubbock, TX 79409 USA.

[Wu, Yonghe] East China Normal Univ, Fac Educ, Dept Educ Informat Technol, Shanghai, Peoples R China.

通讯机构：

[Bowen Liu] F

Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China

语种：

英文

关键词：

cognitive presence;learning performance;machine learning model;MOOCs;multilevel modelling

期刊：

British Journal of Educational Technology

ISSN：

0007-1013

年：

2022

卷：

期：

页码：

1459-1477

DOI：

10.1111/bjet.13193

基金类别：

This study was funded by the Collaborative Innovation Center for Informatization and Balanced Development of K‐12 Education by MOE and Hubei Province (xtzd2021‐011).

机构署名：

本校为第一机构

摘要：

Massively open online courses (MOOCs) offer learners opportunities for self-improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting students learning with the help of MOOCs. Based on the cognitive presence of the Community of Inquiry framework, this study quantified the effect of cognitive presence on students’ learning performance by analysing more than 400,000 posts of 13 MOOCs. First, the study built a highly predictive classification model using a machine learning algorithm to autom...

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