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The Impact of Role Assignment on Cognitive Presence in Asynchronous Online Discussion
Abstract
This study examined the impact of role assignment on cognitive presence when students participated in asynchronous online threaded discussions. A mixed methods design was used to investigate changes in the levels of cognitive presence while the students participated in an online introductory nutrition course. This study found evidence that scripted role assignment can be an effective instructional strategy when the approach is implemented into asynchronous online discussions. Implications for instructors and designers of asynchronous online learning environments are discussed.
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