How Does Feedback Type Influence the Cognitive Engagement of Students with Varying Levels of Readiness for Online Learning? A Network Analytic Approach

This study aims to explore the influence of feedback types on the cognitive engagement of students with varying levels of readiness for online learning in asynchronous online discussions (AOD). The study recruited 50 undergraduate students who were divided into low-level and high-level groups based on their readiness for online learning, both of which received treatment and motivational feedback sequentially. The discussion content from online forums was collected, and analyzed using epistemic network analysis (ENA). Results indicated that treatment feedback promoted diversity in students' cognitive engagement. Although motivational feedback could improve students' high motivation and satisfaction, it yielded limited effect on cognitive engagement. Moreover, students with a low level of readiness tended to ask questions and integrate discussion content. Students with a high level of readiness engage in more explanatory and analytical discussions, which facilitated they involved in higher cognitive engagement, such as Evaluative and Relation. Overall, the findings indicated that tailoring feedback strategies is crucial for enhancing cognitive engagement according to students' readiness levels.