Analysis of tensions in the published literature into why ‘lurkers’ do not post in asynchronous discussion boards in higher education contexts

Abstract

Asynchronous discussion boards are widely used as effective ways of facilitating learning and building online learning communities within online programmes in higher education (Levine, 2007; Lunsford et al., 2015). Large numbers of lurkers (non-posting students) are often considered problematic within these programmes for a variety of reasons. However, their non-posting behaviour means that it is difficult for practitioners to identify their reasons for lurking. This paper provided an integrative review of the main reasons identified in empirical research as to why some students lurk. Viewing these through an activity theory lens, tensions between the elements of the discussion board activity system were identified. These point to possible areas for intervention as well as suggesting a need for more qualitative research to examine the dynamic nature of lurking and investigate how tutors are responding to lurkers. It also identified institutional drivers which promote the tracking and monitoring of how much and how often students post and suggested that ways of tracking and capturing the less visible learning activity be explored.Keywords: asynchronous discussion boards; online learning discussions; activity theory; lurking; non-posting participationPart of the special issue Activity theory in technology enhanced learning research <https://doi.org/10.21428/8c225f6e.cbaae672>