Abstract
This study examined students’ learning strategies to engage in quality interactions in asynchronous online discussions via computer conferencing. Quality interaction in this study was defined as students being able to construct knowledge by engaging in active interactions with others and deep information processing. This study used a mixed-method design and two data sources: observations of online discussions and semi-structured interviews. Observations of online discussions were used to identify active deep processors. Then interviews were conducted with the active deep processors to explore their strategy use. The findings identified several learning strategies contributing to students’ quality interactions in computer conferencing. Those strategies included online class preparation strategies, strategies to identify relevant information, strategies to process information in computer conferencing, strategies to process printed materials, strategies to keep learning on track, strategies to organize learning, and strategies to avoid internal and external distractions. The results revealed the importance of metacogntive awareness in achieving both quality and quantity level of interaction in online learning.
Highlights
Computer conferencing (CC) is a popular cognitive tool to foster knowledge construction through the development of discourse communities in online learning
Those strategies included online class preparation strategies, strategies to identify relevant information, strategies to process information in computer conferencing, strategies to process printed materials, strategies to keep learning on track, strategies to organize learning, and strategies to avoid internal and external distractions
Four out of 12 participants met the necessary criteria for identification as students engaged in quality learning. Strategies those active deep processors used to engage in online learning were categorized as: strategies to identify relevant information, strategies to process information in CC, strategies to process printed materials, online class preparation strategies, strategies to keep learning on track, strategies to organize learning, and strategies to avoid internal and external distractions
Summary
Computer conferencing (CC) is a popular cognitive tool to foster knowledge construction through the development of discourse communities in online learning. CC’s capacity for developing quality learning depends on the availability of long periods of learner-controlled reflection time, peer interaction through continual discussions, active cognitive engagement, and an effective collaborative group environment (Moore, 2002; Schellens & Valcke, 2006). Various studies have attempted to investigate variables that influence the quality of online discussions (for a review, see Spatariu, Quinn & Hartley, 2007). These variables include instructional methods (Kanuka et al, 2007), moderating strategies (Angeli et al, 2003; Salmon, 2000), course structure, and leadership (Garrison & Cleveland-Innes, 2005). This study investigated the importance of another concern: learning strategies
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