Abstract
In the blended learning context, learners’ interactive and cognitive processes are dynamically intertwined. Using content analysis, Social Network Analysis (SNA), and Epistemic Network Analysis (ENA), this study investigated the interplay of interaction patterns and cognitive processes by integrated online and offline learning traces data. The research participants were 75 undergraduate students. The results revealed that, as well as social interaction patterns in the discussion forum, the learner-content interaction affects the cognitive stages and learning performance. There were significant differences in learners’ interactive and cognitive processes between high- and low-performance groups. High-performance groups with higher cognitive stages seem to engage more actively in viewing extended readings, watching lecture videos, and peer interaction. However, low-performance groups preferred to access the learning guideline and participate in answering the teacher’s questions. These findings offer a fresh perspective on the interplay between the interactive and cognitive processes in BL.
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Acknowledgment
This work is supported by the Project of the National Natural Science Foundation of China [number: 61977036].
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Wang, Z., Peng, W. (2022). Effects of Students’ Interaction Patterns on Cognitive Processes in Blended Learning. In: Hu, Z., Dychka, I., Petoukhov, S., He, M. (eds) Advances in Computer Science for Engineering and Education. ICCSEEA 2022. Lecture Notes on Data Engineering and Communications Technologies, vol 134. Springer, Cham. https://doi.org/10.1007/978-3-031-04812-8_39
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