Factors That Influence Asynchronous Discourse with Preservice Teachers on a Public, Web-based Forum

Abstract

This study investigated asynchronous communication factors that influence the discourse of preservice science teachers on a non-restrictive, public Web-based forum. Salient elements that promoted discourse among the participants included the level of interest in a topic, the immediate relevancy of a topic to a participant at a particular time, and interpersonal factors among participants. Limitations using asynchronous communication perceived by preservice teachers included receiving feedback too late to be of use and issues pertaining to the absence of visual cues during discourse exchanges. The linear, temporal interface of the Web-based forum appeared to be a factor that limited the depth of the discussion.Telecommunication networks are transforming higher education. Recent developments in computer telecommunications technology have emerged as a means for providing support to beginning teachers. University teacher educators can continue to provide preservice teacher training with electronic networks when students are at remote student teaching placements. A fundamental advantage of computer networking is the flexibility it offers. Geographical and time constraints are overcome because messages can be sent at any time of the day and from any place. Electronic communication can provide a communication bridge that increases the frequency of interactions among student teachers and university personnel (Thomas, Clift, & Sugimoto, 1996). The fact that the network is available 24 hours a day is a strength only this technology can offer. In addition, combining the network with good on-site support greatly improves the quality of supervision in teacher training (Casey & Vogt, 1994).As Web-based learning tools proliferate in higher education settings, there is a need for focused research on how such technology augments and redefines academic learning environments (Koschmann, Myers, Feltovitch, & Barrows, 1994). Because the Web is accessible to preservice teachers at home, at the university, and in their student teaching placements, it is important that research be conducted to evaluate the impact of preservice teachers’ use of Web-based forums, as well as their perceptions of dialoguing with the aid of this new technology tool.