Unit:
Department of PsychologyLibrary of the School of Philosophy
Dissertation committee:
Πέτρος Ρούσσος, Αναπληρωτής Καθηγητής, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Κυπαρισσία Παπανικολάου, Καθηγήτρια, Παιδαγωγικό Τμήμα, Ανώτατη Σχολή Παιδαγωγικής και Τεχνολογίας
Χρόνης Κυνηγός, Καθηγητής, Τμήμα ΦΙλοσοφικής, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Φωτεινή Παρασκευά, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψηφιακών Συστημάτων, Πανεπιστήμιο Πειραιά
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αθανάσιος Τζιμογιάννης, Καθηγητής, Τμήμα Κοινωνικής και Εκπαιδευτικής Πολιτικής, Πανεπιστήμιο Πελοποννήσου
Χρυσή Χατζηχρήστου, Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Communities of Inquiry: Cultivating cognitive development in asynchronous discussions through an adaptable learning analytics visualization tool
Translated title:
Communities of Inquiry: Cultivating cognitive development in asynchronous discussions through an adaptable learning analytics visualization tool
Summary:
Τhis thesis (a) proposes guidelines for organizing asynchronous discussions that promote cognitive development in the context of a Community of Inquiry and (b) provides the research community with Adaptable Visualizations for Communities (ADVICE), an innovative tool which integrates two ways to enhance learners in cultivating cognitive presence which, according to the CoI framework, is the main element of critical thinking. The first one is by allowing learners the responsibility of coding messages according to the practical inquiry phases of CoI and the second one is by providing learners with timely feedback through adaptable visualizations of the teachers’ and the community’s perspective for the cognitive development of the discussion. In this way, the learner can observe, comparatively, different perspectives. The learners, apart from communicating through a forum are also able to share their viewpoint for the cognitive structure of the discussion and, on the side, to self-reflect on the community’s perspective not only for the discussion’s but also for their own cognitive development. Goy, Petrone, & Picardi (2017) suggest that enabling the learner to relate their personal perspective to the shared ones can “foster the development, recognition and meta-reflection on her own perspective”. To this end, four studies have been conducted, the results of which led to the design principles of ADVICE (Adaptable Visualization for Communities). Then, ADVICE has been evaluated for its accuracy, usability, and the reflection that it promotes on the learning process. In particular, the first and the second study propose and evaluate a coding schema for the identification of the cognitive presence of the discussion, by the learners. The third and the fourth study propose and evaluate variables that reflect learners’ behavior which is meaningful for the CoI model in order to be integrated into the tool for providing visualization for the cognitive presence of the discussion and the appropriate adaptation variables.
Main subject category:
Education - Sport science
Keywords:
Community of Inquiry, Cognitive Presence, Learning Analytics, Adaptability, Content Analysis
Number of references:
216
