Messages posted in CFDE score higher than messages posted in TDE on all seven contribution-quality dimensions¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Messages in CFDE exceeded messages in TDE on knowledge validity (F=10.61), cognitive attempt (F=12.93), understanding the subject (F=5.18), sample-reference showing (F=6.31), being understandable (F=4.63), cooperation (F=6.23) and orientation (F=4.51), all significant. → Yilmaz 2016
Evidence¶
Yilmaz 2016¶
Yilmaz, E. O., & Yurdugul, H. (2016). Design and effects of a concept focused discussion environment in e-learning. Eurasian Journal of Educational Research, 63, 353-374. https://doi.org/10.14689/ejer.2016.63.20
q3 · i? · causal · r2
Two field-expert observers rated every message on a 0-4 rubric across seven dimensions in the 90-student experiment; all seven ANOVAs favored CFDE (e.g. knowledge validity 2.00 vs 1.16, p=0.00). No effect sizes are printed.
"the messages sent in CFDE compared to messages sent in TDE demonstrate knowledge validity, cognitive attempt efforts, understanding of the subject, and sample reference and are understandable, involve cooperation, and reveal orientation skills to a significant extent."
Discussion¶
Related Claims¶
- Students using CFDE report higher cognitive learning perception than students using TDE — related
- CFDE and TDE do not differ in the number of messages students post — related
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