The growth of online learning environments entails understanding of how to promote collaborative knowledge construction processes and create learning environments that support meaningful student engagement and interactions. Asynchronous online discussion forums are intended to support knowledge construction and higher-order thinking and are becoming even more appealing for their predictive relationship with learning. This paper describes a study that explored the complex dynamics of knowledge construction in pre-service teacher education through examining student teachers' cognitive presence in online discussion forums and their academic performance. The results of multiple regression analysis showed that certain levels of cognitive presence were associated with students' academic performance. In addition, network analysis of discussion forums revealed that student centrality within their learning networks moderated the association between the highest level of cognitive presence and academic performance. The paper concludes with discussing the theoretical and practical implications of the findings.

在线学习环境的增长需要理解如何促进协作式知识构建过程以及创建支持有意义的学生互动和互动的学习环境。异步在线讨论论坛旨在支持知识构建和高阶思维，并且因其与学习的预测关系而变得越来越有吸引力。本文介绍了一项研究，该研究通过检查学生教师在在线讨论论坛中的认知状态及其学术表现来探索职前教师教育中知识建构的复杂动力。多元回归分析的结果表明，一定水平的认知存在与学生的学习成绩有关。此外，对讨论论坛的网络分析表明，学生在学习网络中的中心地位减轻了最高水平的认知存在与学习成绩之间的联系。本文最后讨论了这些发现的理论和实践意义。