Abstract
The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is one of a balancing act and are potentially more complex than those occurring in real-time. In order for learning to truly be considered effective, a collaborative, safe environment needs to exist among students within the online conversation (McDonald & Gibson, 1998). Conversations and postings made by students were examined by three raters using qualitative analysis. Thematic coding and member checking was conducted. Several prevalent themes emerged around the metaphor of playing a game. Students established rules for the game of asynchronous learning. They followed suit of the lead of player and formed team alliances while establishing who was ‘in’ and who was ‘out’ of the game. Based on these results, strategies have been identified to demonstrate techniques in how instructors can create a more effective learning environment for students, and what strategies can be used to examine and advance conversations, regardless of discipline. The techniques focus on creating awareness among students of potential issues of conflict in asynchronous student to student interactions, how to examine and engage a diversity of student perspectives, and ways to facilitate intellectual growth and advancement in the asynchronous online classroom.
Highlights
Smaller, faster forms of technology are improving lives in various ways, providing more access to higher education for many
Some believe online instruction should employ equivalent pedagogies to those found in traditional environments [4, 5], while others feel that a different set of skills are required of the online instructor [6, 7]
The dynamics of the studentstudent relationship within the asynchronous online classroom, as evidenced by discussion board conversations, are more multifaceted than those occurring in real-time [1, 5, 12]
Summary
Faster forms of technology are improving lives in various ways, providing more access to higher education for many. The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is a balancing act, in the presence of disrupting or challenging students. The dynamics of the studentstudent relationship within the asynchronous online classroom, as evidenced by discussion board conversations, are more multifaceted than those occurring in real-time [1, 5, 12] Controversial topics, such as those discussed in human services courses, are inevitable grounds for student dialogue and discussion in the classroom, whether the learning environment is online or face-toface. (2) do student-student conflicts, or negative interactions arise and what do they look like in the online discussion boards in a human services course? The research questions to be examined are (1) what are the types of student-to-student interactions seen on the online discussion boards in a human services course? (2) do student-student conflicts, or negative interactions arise and what do they look like in the online discussion boards in a human services course? And (3) does the game playing analogy represent the types of student-to-student interactions seen in the online discussion boards?
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