Asynchronous Online Communication Research Articles

Examining English learning students’ experiences related to home language use in a Physical Science and Language Development classroom

Research suggests that by allowing English Learner (EL) students to use their home languages in science class, they can better express their thinking and build content knowledge through underlying crosslinguistic awareness between languages. However, EL students’ educational backgrounds and home languages are incredibly varied. In this case study, we employ grounded theory to explore students' perceptions of their experiences in the context of a Physical Science and Language Development class [10]. We use a phenomenological approach to describe how the students experience their home language within this model of a science and language development class. Observation data, online video assignments, and small group, semi-structured interviews were used to find themes related to experiences of using home language in science class. The findings indicate varied student perspectives on the use of their home languages in science class. Some students preferred to use class time to practice using English, while others found value in using their home languages to help better understand science concepts. Student ideologies regarding English-only or multilingual practices for EL students varied. The findings also indicated that providing an opportunity for EL students to use their home languages in an asynchronous online communication platform outside of class was an effective strategy to allow time for students to practice English during science class, yet provide an opportunity to translate between home languages and English.

Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills

Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills

Profile Analysis of Hourly, Daily, and Weekly Student Access to Online Asynchronous Courses

Recent global events have led to an increase in the delivery of higher education in an asynchronous online format. These changes have impacted students’ ability to schedule their lives around their education. This study investigates trends in student access to online asynchronous courses. This study utilized learning analytics data from the learning management system for thirty-eight online asynchronous communication courses taught by twelve different faculty members at a large research university in the southwestern United States. A total of 1,384 students were involved in the study. Profile Analyses indicate clear non-linear trends for time of day, day of the week, and week of the semester in student course access. Results indicate those trends vary significantly from a no-effect condition by level of course and gender of student across multiple courses.

From classic communication to online communication: Identifying online communication tools

The emergence of the internet and digital technologies has facilitated the transition from classic communication to online communication. This shift has significantly expanded the possibilities of online communication. In this article, we will explore the development of a variety of online communication tools, such as synchronous and asynchronous online communication tools. These online communication tools support various types of communication. Ultimately, we will present how online communication offers new opportunities while requiring constant vigilance to maximize its benefits.

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

ObjectiveAs changes to higher education following the rapid transition to online learning resulting from the COVID-19 pandemic impacted students and their perceptions of what is possible in scheduling their daily lives around school, this study investigates trends in student access to online asynchronous courses.MethodsThis study utilized course reports of student access from the learning management system for thirty-one sections of eleven different online asynchronous communication courses taught by ten different faculty members over the fall and spring semesters at a large research university in the southwestern United States. A total sample size of 1,201 students were involved in the study.ResultsProfile Analyses indicate clear curvilinear trends for time of day and day of the week in student course access. Repeated Measures ANOVA results indicate those trends vary significantly from a no effect condition, suggesting that students: (a) schedule their course activities around personal schedules, and (b) that time bound synchronous course may not work for them.ConclusionRecommendations for class management by instructors relating to student time poverty need regardless of teaching modality, and future directions for research on time poverty in higher education, are provided.

Stepping outside of comfort zones: Transformational learning in online asynchronous communication courses

ABSTRACT This paper investigates the impact of communication educators’ teaching practices on student transformation and growth in asynchronous online communication courses. The literature focuses on high-impact practices, self-transformation in higher education, and Experiential Learning Theory. Qualitative interview data, collected from metropolitan university students using a narrative inquiry approach, suggests that when educators incorporate active experimentation and concrete experience in asynchronous online communication classrooms, students are more likely to perceive they have experienced transformational learning, which students conceptualize as good for their individual personal growth and for changing their perspective, despite requiring them to step out of their comfort zone. Future research should focus on the impacts of incorporating service-learning, reflective writing assignments, and group work into the online learning environment to help ignite transformations and growth within classes in other disciplines.

Stylometric features in librarian’s responses to user queries: implications for user interaction in digital information services

PurposeThe purpose of this study is to explore linguistic stylometric patterns encompassing lexical, syntactic, structural, sentiment and politeness features that are found in librarians’ responses to user queries.Design/methodology/approachA total of 462 online texts/transcripts comprising answers of librarians to users’ questions drawn from the Internet Public Library were examined. A Principal Component Analysis, which is a data reduction technique, was conducted on the texts and transcripts. Data analysis illustrates the three principal components that predominantly occur in librarians’ answers: stylometric richness, stylometric brevity and interpersonal support.FindingsThe results of the study have important implications in digital information services because stylometric features such as lexical richness, structural clarity and interpersonal support may interplay with the degree of complexity of user queries, the (a)synchronous communication mode, application of information service guideline and manuals and overall characteristics and quality of a given digital information service. Such interplay may bring forth a direct impact on user perceptions and satisfaction regarding interaction with librarians and the information service received through the computer-mediated communication channel.Originality/valueTo the best of the authors’ knowledge, the stylometric features encompassing lexical, syntactic, structural, sentiment and politeness using Principal Component Analysis have not been explored in digital information/reference services. Thus, there is an emergent need to explore more fully how linguistic stylometric features interplay with the types of user queries, the asynchronous online communication mode, application of information service guidelines and the quality of a particular digital information service.

ASYNCHRONOUS ONLINE COMMUNICATION OF THE LEARNING MANAGEMENT SYSTEM FOR STUDENTS’ WRITING ABILITY

The use of the Internet is one of the solutions to tackle the communication problems during the covid-19 pandemic. Online activity, which can be done to facilitate learning a language, especially English, is preferable to be synchronous and asynchronous online communication. This research focuses on using asynchronous online communication of the learning management system to enhance students' writing ability in pre-intermediate writing subjects during the covid-19 pandemic. The method of the research is a quantitative method with One-Group Pretest-posttest design. The research population is the second-semester students, and the sample of the research is pre-intermediate writing class C, which consists of 23 students. The data analysis results show that the student's average score on the pre-test is 76.96, and the mean score of the post-test is 79.83, which means that the mean score of the post-test is higher than the mean score of the pre-test. In other words, the gained score is 2.87. Wilcoxon test for non-parametric statistics is applied to decide the hypothesis. The calculation of the test statistic showed that the z test result is 2.62 with a 2-tailed significance is 0.009. It indicates that the result is significant since 0.009 is less than 0.05 (0.009 < 0.05). It means that the Null hypothesis (H0) is rejected, while the Alternative hypothesis (H1) is accepted. Therefore, it can be concluded that there is a significant effect of using asynchronous online communication of the learning management system (www.schoology.com) on students' writing ability. The study implies that this LMS model is visible in ELT, especially to improve the students' four skills, such as writing ability.

Strategies to Improve the Use of Live Synchronous Meetings in Blended, Remote, and Online Courses

Distance education over the years has been defined by the ability of students to learn at any time, from anywhere. Thus, it is not surprising that most online courses rely solely on asynchronous text-based online communication, such as email and discussion forums. However, the COVID- 19 pandemic and the rise of emergency remote teaching have sparked an increased interest in using web conferencing software (e.g., Zoom, WebEx, Google Meet, Microsoft Teams) to hold live synchronous meetings, often on a set day and time each week, instead of asynchronous discussions. But as convenient as it can be to move classroom instruction to live synchronous meetings, instructors and students have quickly experienced some drawbacks to using this mode of instruction. Given this problem, we set out to curate a list of strategies to improve the use of live synchronous meetings based on the literature and our combined experience designing and teaching online over the years. In this paper, we describe some affordances and constraints of live synchronous meetings and then describe some strategies that instructors can use to improve their use of these meetings, whether that be in a blended, remote, or online course.

Teacher Education Course Design for Improving Pre-service Teachers’ Critical Thinking Ability

<p>社會愈趨複雜，批判思考是人們需要具備的能力之一，師資生是未來的教師，師資培育課程需要提供充分的訓練機會，以引領下一代學生有足夠能力理解社會。本研究以批判思考歷程為基礎，以具有意識形態的議題為教材內容，以結合課中知識理解與課後非同步討論的混成學習策略為教學活動，再以批判思考能力測驗為評量設計，整合設計一門提升批判思考能力之師培課程，再進行一個學期的教學，研究目的在於探討上述課程設計對於師資生的批判思考能力提升之情形，進而確認此課程設計的可行性。本研究根據既有的師培課程內容轉化與發展八個討論議題，並以準實驗研究法之不等組前後測設計進行探究，全程參與者包含實驗組31人和對照組35人，本研究針對實驗組八次的批判思考歷程內容進行等級分析，兩組再進行批判思考能力測驗之前後測對照比較。研究發現實驗組參與者在課中與課後內容的整合以及教育議題討論的參與下，其批判思考能力顯著提升。此課程設計具有合宜性，而建議師培教授在設計批判思考能力的課程時，議題內容選擇、混成學習策略以及符合認知思考歷程的教學活動流程是需要考慮的關鍵要素。</p> <p> </p><p>Due to complicated social lives, critical thinking is a critical capacity for people. The training of critical thinking is vital for teacher education students because they themselves will be teachers who can lead students to understand the complicated society. This study constructed a course design regarding critical thinking training based on critical thinking elements, consisting of ideological issues as instructional materials, blended learning with asynchronous dialogue as learning activities, and critical thinking quizzes as learning assessments. The above course was conducted for a semester, and the purpose of this study was to investigate teacher education students’ ability of critical thinking and to further identify the feasibility of the course design. A quasi-experimental design with a non-equivalent pre-test-post-test design was used to collect data about the rankings of the eight performances on critical thinking issues transformed from the content knowledge of the teacher education course for the experimental group and pre-test and post-test in critical thinking quizzes for the two groups. The experimental group contained 31 students, while the control group contained the other 35 students. This study concluded that the participants promoted their critical thinking ability through the integration of classroom delivery and asynchronous online communication. The course design of this study is feasible and recommended for teacher educators when considering the contents of ideological issues, the activities of blended learning, and the processes of teaching activities based on the transformation of critical thinking cognitive processes when designing a course regarding critical thinking.</p> <p> </p>

Kommunikative und expressive Formeln des Deutschen in Internettexten: ein diskursorientierter Ansatz

AbstractThis paper deals with the functioning of expressive and communicative formulas of modern German in computer-mediated discourse. The set phrases analysed are pre-formed sentence-value word combinations that serve as a means of expression of various speech intentions and emotions. These linguistic units are known to evade a uniform classification scheme, with boundaries between different groups being indistinct. The set phrases considered in this work are viewed as a functional-semantic field which includes communicative and expressive formulas and some mixed types. By discussing their cultural specificity – provided by units containing symbolic components, as well as by entities in various areas of national life, and fixed phrases of obscure literary origin – I attempt to explore their intertextual potential for further contribution to studies in intercultural communication.Expressivity, intertextuality, multimedia impact and interactivity have been defined as constitutive characteristics of computer-mediated discourse. The units discussed keep the tone of asynchronous online communication humorous and help to establish communicative closeness. In online media, the language game comes to the fore: a common phenomenon is semantic transformation often performed as simultaneous actualisation (ambiguity) of literal and idiomatic meaning, causing additional communicative effects. In combination with the informative part of a headline, these units act as emotional and evaluative indicators of media texts.Due to its technological features, internet communication allows easy combination of visual and verbal channels of information, and so there is frequent play between language images and digital images, especially in photo and video hosting services.My analysis of different online genres has shown that in internet communication, the core of the functional-semantic field (i.e. the most frequently used units) acquires added discursive value. The universal nature of their creative use, appeal, entertainment and community-building functions was also ascertained.

UPAYA PENINGKATAN HASIL BELAJAR SISWA PADA MATERI KOMUNIKASI DARING ASINKRON MELALUI METODE TUTOR SEBAYA KELAS X PBS SMK NEGERI 3 LHOKSEUMAWE (The Efforts to Improve Students’ Learning Outcomes on Asynchronous Online Communication Materials through The Tutor Method for Class X PBS SMK Negeri 3 Lhokseumawe)

Peer tutors are used for students assigned to help with learning difficulties because the relationship between friends is closer than the relationship between teachers. The selection of the Peer Tutor learning model is beneficial for students working on material to their peers. The research objective was to improve student learning outcomes by applying the Peer Tutor method on Asynchronous Online Communication material in class X PBS SMKN 3 Lhokseumawe. The results showed that student learning outcomes on Asynchronous Online Communication material increased from cycle I to cycle II. In cycle I of 28 students with 22 students completeness, the average score was 74.1, and the percentage level of learning completeness was 78. , 6% and an increase in cycle II, namely as many as 25 students completed learning from 28 students, the average score was 77.8, with the percentage level of learning completeness of 89%, and the level of student activity in learning increased, such as discussing activities with friends. The group in cycle I amounted to 11.90% and increased in cycle II by 16.28%, which impacted student learning outcomes. The conclusion is that the Peer Tutor method can be used in the learning of Digital Communication and Simulation, which positively impacts students' learning outcomes on Asynchronous Online Communication material for class X PBS students of SMKN 3 Lhokseumawe. Furthermore, it can be used as an alternative to learning in other materials.

Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.

Exploring life with a long-term condition using asynchronous online communication

ObjectiveWe describe the development and evaluation of a novel programme that uses an online patient portal system to provide medical students with early and authentic experience of patient interaction. MethodsFocus group discussions were held with students, tutors and patients who had taken part in the first year of the programme. ResultsThe programme provided an opportunity for early patient interaction in a safe environment. Students were able to practice communication skills learnt elsewhere in the course as well as identifying some of the different skills required for asynchronous online interactions. The approach gave opportunities to develop understanding of aspects of life with a long-term condition. ConclusionUsing an online patient portal system to interact with a patient enabled students to develop and apply their communication skills in a safe environment and gain a holistic view of a patient’s experience. Practice implicationsMedical students need to be equipped with the skills needed to communicate electronically with patients. Current medical curricula currently focus on more traditional models of the consultation. Further research is needed to establish best practice in this rapidly growing area.

Family eJournal: benefits of online guided group journaling for women

PurposeThe purpose of this paper is to examine the benefits of online guided group journaling for an individual’s mental health. The authors focused on a specific social networking platform called Family eJournal.Design/methodology/approachIn total, 51 female participants were recruited from an American university with an average age of 20 years. Participants completed an online survey called the Relationship and Lifestyle Questionnaire. The questionnaire utilized two subscales, the Multidimensional Scale of Perceived Social Support (Diener et al., 1985) and the Depression and Anxiety Stress Scale (Lovibond & Lovibond, 1995). In addition, the questionnaire also measured several items related to an individual’s health choices such as smoking or dieting. Half of the participants in the study were randomly assigned to the Family eJournal user group.FindingsFollowing the ten-week time period, the Family eJournal group reported significantly higher social support and lower scores of depression compared to the non-Family eJournal control group. However, there was no difference between groups in regard to anxiety or health choices. Implications of online group journaling and future directions are discussed.Research limitations/implicationsCurrent findings suggest that online journal sharing may provide a buffer from depression. For those who experience a negative perception of social experiences, building and maintaining interpersonal relationships becomes increasingly difficult, furthering the experiences of social isolation. Therefore, the ability to self-disclose and share personal experiences is crucial, albeit difficult to express (Heinrich and Gullone, 2006; Wei et al., 2005). As depression increases, individuals may alter the types of social, cognitive and emotional behaviors they employ. In turn, online asynchronous communication platforms may foster a reduction in discomfort in self-disclosure and increase positive perceptions of social experiences.Practical implicationsThe findings suggest that the SNS platform FamilyeJournal may provide a simple opportunity to improve family relationships. Asynchronous online communication is immune to drawbacks and barriers associated with traditional means of communication such as busy schedules and geographic disparity (Perron, 2002).Social implicationsOnline social networking may be a beneficial way to connect with others and facilitate positive mental health.Originality/valueWhile the authors have known the benefits of journaling for some time, few studies to date have examined the potential benefits of asynchronous communication via online journaling. Online journaling platforms may provide an attractive avenue for enhancing the well-being for individuals who have limited opportunities to communicate in real time.

Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours

Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to be shared, as well as the self-directedness and discipline it requires of participants to regularly check in and monitor discussions over time. Synchronous forms of communication can address some of these constraints. However, online educators often avoid using synchronous forms of communication in their courses, because of its own constraints. In this paper, we describe how we integrated live synchronous web meetings into asynchronous online courses, collected student feedback, and made iterative changes and refinements based on student feedback over time. We conclude with implications for practice.

Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning

With the increasing diversity of pedagogic models of delivery in higher education, universities are continually exploring practises of learning and teaching designed to enhance student experience and retention. The number of courses provided online continues to grow through, among other reasons, an escalation of higher education (HE) students requiring flexible approaches to learning and learner engagement. However, HE Students participating in online courses can experience a sense of physical isolation which, if allowed to escalate, can lead to reduced performance and potential withdrawal from courses. Creating an online learning environment that fosters a sense of connection and assimilation should enhance an individual’s learning experience and engagement. This enquiry, conducted through a two-cycle participatory action research approach, was designed to explore possible strategies to enhance learner engagement. Elaborations introduced in cycle two, and the construct of recommendations, were based upon the analysis of data collected through online interactions between students and lecturer, appraisal of online student communications, and the utilisation of an online questionnaire. Participants were 2nd year undergraduate Bachelor of Education students following a Design and Technology in Education course, with cohorts of 131 and 124 respectively. The research process included assessing the effectiveness of weekly newsletters and group discussion board summaries utilising student quotes, along with supporting practises, for promoting a sense of inclusion and improving interactions within online learning communities. The research concludes by providing a list of suggested strategies shown through this research to have enhanced large student cohort engagement and foster a community of learning and learners having shared values and aspirations, and willing to learn through engagement with others.

Using asynchronous written online communications for qualitative inquiries: a research note

Qualitative online inquiries are being used more and more but their use has been little methodologically refined so far. This is already true for a systematic differentiation between asynchronous/synchronous and oral/written varieties of communication and their specific benefits when we use them as qualitative research instruments. In this note, we focus on the methodological benefits of asynchronous online communication between absent communication partners with a time lag. Before doing so, we discriminate between synchrony and asynchrony in (human) social interaction and arrange them on a continuum of decreasing action cues and conceptual speech elements.

Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue

Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced.

Gender deception in asynchronous online communication: A path analysis

Gender is a salient feature of identity that is rarely questioned in our physical encounters. We are usually not confused about a person's gender—generally it's male or female. However, as the adoption of computer-mediated communication increases, our social reliance on these technologies has made gender easily disguised online. And yet, the phenomenon of gender deception has not been fully investigated. This study adopts a path analysis to examine interconnected cognitive factors that impact online users’ ability to deceive—and detect deception—regarding gender. An asynchronous online game was developed to simulate situations where males were incentivized to communicate like females, and females were incentivized to communicate like males. Twelve hypotheses were tested using path analysis, which resulted in our realization that an actor's true gender can affect the motivation to deceive; males tend to have higher self-efficacy beliefs in gender deception, and females tend to have a higher success rate in detecting gender deception. Our research suggests that the gender of the message recipient could be a significant factor in uncovering gender deception.