Abstract
<p class="2">The purpose of this paper is to explore how adult learners engage in asynchronous online discussion through the implementation of an audio-based argumentation activity. The study designed scaffolded audio-based argumentation activities to promote students’ cognitive engagement. The research was conducted in an online graduate course at a liberal arts university. Primary data sources were learners’ text-based discussions, audio-recorded argumentation postings, and semi-structured interviews. Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience. Implications for practice and future research areas are discussed.</p>
Highlights
Asynchronous online discussion is an important pedagogical strategy used by instructors of online courses
The audio-based debate activities are grounded in the Scaffolded Online Dialogic Argumentation (SODA) framework created by the Kim and Oh (2014)
Online discussion is a critical learning activity in online courses for helping students to build their sense of belongingness in the learning community, as well as to learn about class topics in depth from the multiple perspectives and experiences that their peers share
Summary
Asynchronous online discussion is an important pedagogical strategy used by instructors of online courses. For a discussion activity to meaningfully facilitate collaborative knowledge construction, the quantity of participation, as well as the nature of interaction and discourse, is important. Online discussion itself does not automatically provide learners with meaningful learning experiences such as engaging in deep thinking and consequential conversations in a collaborative manner (Darabi & Jin, 2013; Dennen & Wieland, 2007; Garrison, Anderson, & Archer, 2001). Without effective design and facilitation, students may fail to engage in productive discussions, which can hinder their learning of the course material and their development of critical thinking skills through interactions (Dennen & Wieland, 2007). Learners’ cognitive engagement is crucial for a successful learning experience in online discussions
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