Interaction Effects and Cognitive Engagements of Collaborative Groups in Online Asynchronous Discussions

Abstract

This study analyzes the interaction in collaborative homogeneous and heterogeneousgroups in an online asynchronous discussion, examines the level of cognitiveengagements in each group and investigates the impact of these groups in interactioneffects and cognitive engagements. The research employs the triangulationmethodology for the content/transcript analysis and utilizes pre-service teachers asparticipants. Results show that collaborative homogeneous groups are moreconducive for widespread interaction and higher cognitive engagements. Anoverview of the characteristics and implications of grouping strategies in a computerassistedlearning environment is likewise provided.