This study compares the interaction patterns of a novice and an experienced instructor using Social Network Analysis (SNA) and content analysis and explores how students' interactions, degrees of satisfaction, and cognitive presence differ according to the different interaction patterns of the two instructors. Results showed some differences in…

Forum discussions have been utilised widely as a means of facilitating learning interaction and social-knowledge construction in online learning. Much research has been conducted on the instructional interventions that benefit asynchronous discussions. Role-playing, or assigning roles to discussants, has been proven effective in promoting…

The purposes of this study were to explore students' learning performance, knowledge construction, and behavioral patterns in computer-supported collaborative learning (CSCL) online discussions with/without using Form+Theme+Context (FTC) model guidance scaffolding in visual imagery education. In the online learning activities, the control group…

This study utilised the instant semantic analysis and feedback system (ISAFS) to assist learners in the online discussion learning activities of socio-scientific issues (SSIs) and to document their learning process behaviours for behavioural analyses. The aim was to understand the learners' discussion behaviours during the ISAFS assisted learning…

This study aimed to investigate the impact of electronic synchronous and asynchronous interaction patterns, in a learning environment based on collaborative learning and instructional anchors, on developing instructional design skills and achievement motivation. A quasi-experimental design was used to develop a theoretical framework and research…