Oh, E. G., & Kim, H. S. (2016). Understanding cognitive engagement in online discussion: Use of a scaffolded, audio-based argumentation activity. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2456
Oh and Kim (2016) studied how structured audio debates help adults engage in online discussions. Six teachers in an online graduate course contributed to discussions and paired audio debates. They examined 37 text posts and 59 audio posts and interviewed 4 participants. The audio debates had resources that assisted the students in making claims, using evidence, and responding to rebuttals. The audio debates were found to spark more advanced thinking than the text discussions. The audio debates had positive feedback from the interviewees.
The research analyzed the discussions and asked students about how it went for them. The study had good descriptions of the activity. However, it only included six students from one course, four of which participated in the interviews. So the information might not be true for all online students. The audio debates were structured and had a good framework while the text tasks were mainly open discussion. The formats may help with critical thinking and deeper discussions, but it is unsure whether the audio itself is what improves learning.
My interests relate to this article because it involves online learning for adults and those that are in the middle of their careers. They may require more flexible ways to learn while supporting their family and work, and it may be difficult to keep up. This study shows that clear prompts and resources can help the students prepare and put what they learn to use. The activities offer an accommodating way to learn.
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