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Exploring Cognitive Presence in Online Collaborative Knowledge-Building: Structural, Temporal, and Social Perspectives

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Title: Exploring Cognitive Presence in Online Collaborative Knowledge-Building: Structural, Temporal, and Social Perspectives
Language: English
Authors: Xieling Chen, Huimei Chen, Di Zou, Haoran Xie, Fu Lee Wang
Source: International Review of Research in Open and Distributed Learning. 2026 27(1):18-47.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Cooperative Learning, Computer Mediated Communication, College Students, High Achievement, Low Achievement, Discovery Learning, Problem Solving, Interpersonal Communication, Reinforcement, Prompting, Group Discussion, Interaction, Social Networks, Communities of Practice
ISSN: 1492-3831
Abstract: Collaborative knowledge-building is an important mode of learning in which students' cognitive presence has a significant impact on learning outcomes. To better understand how cognitive presence influences collaborative learning, this study applied three complementary analytic approaches: epistemic network analysis, which maps how ideas are connected in discussions; sequential pattern mining, which identifies temporal sequences; and social network analysis, which examines the interaction patterns and roles among group members. Using data from 37 students divided into 8 groups in a university course on academic reading and writing, we compared high-performing groups (HPGs) and low-performing groups (LPGs). The results showed that HPGs demonstrated stronger exploratory, integrative, and problem-solving abilities in their cognitive networks, with members actively exchanging ideas, questioning, and summarizing. In contrast, LPGs relied more on encouragement and reminders to sustain discussions. Furthermore, HPGs displayed more complex and varied behavioral sequences and clearer leadership and facilitation roles within their social networks, whereas LPGs showed simpler and less developed interaction patterns and lacked core members in their networks. These findings provide insights for instructors on how to better design and guide group knowledge-building to enhance online collaborative learning outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501207
Database: ERIC
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  Data: Exploring Cognitive Presence in Online Collaborative Knowledge-Building: Structural, Temporal, and Social Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Xieling+Chen%22">Xieling Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Huimei+Chen%22">Huimei Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Di+Zou%22">Di Zou</searchLink><br /><searchLink fieldCode="AR" term="%22Haoran+Xie%22">Haoran Xie</searchLink><br /><searchLink fieldCode="AR" term="%22Fu+Lee+Wang%22">Fu Lee Wang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2026 27(1):18-47.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: Collaborative knowledge-building is an important mode of learning in which students' cognitive presence has a significant impact on learning outcomes. To better understand how cognitive presence influences collaborative learning, this study applied three complementary analytic approaches: epistemic network analysis, which maps how ideas are connected in discussions; sequential pattern mining, which identifies temporal sequences; and social network analysis, which examines the interaction patterns and roles among group members. Using data from 37 students divided into 8 groups in a university course on academic reading and writing, we compared high-performing groups (HPGs) and low-performing groups (LPGs). The results showed that HPGs demonstrated stronger exploratory, integrative, and problem-solving abilities in their cognitive networks, with members actively exchanging ideas, questioning, and summarizing. In contrast, LPGs relied more on encouragement and reminders to sustain discussions. Furthermore, HPGs displayed more complex and varied behavioral sequences and clearer leadership and facilitation roles within their social networks, whereas LPGs showed simpler and less developed interaction patterns and lacked core members in their networks. These findings provide insights for instructors on how to better design and guide group knowledge-building to enhance online collaborative learning outcomes.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 30
        StartPage: 18
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: High Achievement
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      – SubjectFull: Low Achievement
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      – SubjectFull: Discovery Learning
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      – SubjectFull: Problem Solving
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Reinforcement
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      – TitleFull: Exploring Cognitive Presence in Online Collaborative Knowledge-Building: Structural, Temporal, and Social Perspectives
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