Enhancing online protocols through design-based research to improve cognitive presence in a large enrolment course

Instructors face challenges in facilitating higher levels of shared cognition in large enrolment classes. One strategy to foster shared cognition is the use of asynchronous discussions; however, these can be difficult to support with large numbers of students. Online protocols have been found to help students take more ownership of the discussion, reducing the workload of instructors and thus may be helpful in this context. The purpose of this study was to determine the most effective design of online protocols in large enrolment classes. The study used a design-based research methodology to iteratively design, assess and refine the online protocols and the design principles of its underlying protocol pedagogy. Participants for this study were 1,286 students enrolled in a blended undergraduate class in business that used online protocols for discussions over three semesters. The paper describes how iterative changes in the design of protocol-based discussions influenced students' cognitive presence. Students’ perceptions of cognitive presence were significantly higher in the second and third iterations, and the concepts shared by group members were significantly more integrated by the third iteration. Findings suggest that with careful design, these enhanced protocols are a potentially useful strategy to facilitate asynchronous online discussions in large classes. Implications for practice or policy: Students need additional incentives to actively participate in large enrolment courses. Instructors can use peer questioning to increase shared cognition in large enrolment courses. Instructors should create concise directions with modelling of exemplary posts to help reduce confusion. Students in large enrolment courses benefit from additional scaffolding of norms to foster a sense of trust. Design-based research provides an effective methodology to examine both theoretical and practical implications of online protocols on cognitive presence.

Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.