Participation In Asynchronous Online Discussion Research Articles

The effects of instructor participation in asynchronous online discussions on student performance: A systematic review

AbstractAsynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. This systematic review aims to determine the effects of instructor participation in asynchronous online discussions on student performance by analysing 25 relevant studies in the past twelve years (2011–22). The findings show that the research was focused on the presence, frequency and type of instructor participation. The effects of instructor participation on student performance were mixed and concentrated in five main aspects: the quantity of student participation, the quality of student participation, student achievements, student emotions and student learning time. Not only the teaching experience of instructors but also course content, learning objectives, class sizes and learner characteristics influenced the effects. Based on the findings, several recommendations were made to help instructors effectively participate in asynchronous online discussions, thereby contributing to improving the quality of online education. Practitioner notesWhat is already known about this topic Asynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. What this paper adds Previous research on instructor participation in asynchronous online discussions and student performance primarily focuses on the presence, frequency and type of instructor participation. The impact of instructor participation on student performance is mixed and concentrated in the following main areas: Quantity of student participation Quality of student participation Student achievements Student emotions Student learning time The effects of instructor participation are influenced not only by the teaching experience of instructors but also by: Course content Learning objectives Class sizes Learner characteristics Implications for practice and/or policy Instructors should participate in asynchronous online discussions based on the class sizes, more in small classes (within 15 students) and less in large classes (more than 30 students). If it is possible, divide the large classes into small discussion groups. Instructors should initiate discussions with heuristic and interesting open‐ended questions, gradually release control and give the central position to students and intervene only when necessary (eg, keep discussions on track, provide correct information, extend discussions, mediate conflicts, etc). Instructors should apply appropriate facilitation strategies (eg, establish detailed discussion rubrics, grade student posts and provide regular individual feedback). Instructors should use more instructional comments and supplement them with sincere rather than perfunctory social comments.

STUDENTS’ PERCEPTION ON THE FACILITATION STRATEGIES PROVIDED BY TEACHERS IN ASYNCHRONOUS ONLINE DISCUSSION

Facilitation strategies provided in asynchronous online discussion environment becomes essential aspects in learning. This present study was a case study aimed at exploring EFL students’ perception on facilitation strategies provided in asynchronous online discussion in terms of monitoring, feedback and scoring rubric implemented in the online discussion. Questionnaire was administered to one hundred students and interview was conducted to six voluntary students who were enrolled in courses with asynchronous online discussion. The result indicated that students’ perception on the facilitation strategies provided in asynchronous online discussion was neutral which indicated that facilitation provided by teachers did not become the main preference for the students in asynchronous online discussion. Students perceived teachers’ monitoring positively since the students need more guidances to understand the concept as well as to indicate that their participation is apprecited by the teachers. Meanwhile, students had neutral perception toward feedback and scoring rubric provided in asynchronous online discussion. They perceived that feedback and scoring rubric are not essential elements that influence their participation in asynchronous online discussion. Furthermore, it implied that the facilitation strategies provided in asynchronous online discussion has to enable teacher to check students progress and to motivate students to engage in asynchronous online discussion.

Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

Learner participation regulation supported by long-term peer moderation and participation feedback during asynchronous discussions

Active participation in asynchronous online discussions is crucial for learning, but low student participation remains a persistent problem. This design research project presents two interventions drawn from self/co-regulation and feedback literature: (1) extended peer moderation periods and (2) multimodal participation feedback. In peer moderation, students are assigned as leaders within the discussion and are responsible for posting critical questions. Their active participation influences others through co-regulation. However, assigned moderators may not perform their leadership roles as expected. How moderators facilitate discussion may depend on their own self-regulation since they exhibit self-regulating behaviors of planning, monitoring and evaluating while choosing facilitation strategies. Feedback, like visual representations of students’ participation, enables students to monitor their own participation. Therefore, to support moderators’ development of self-regulation, we developed written guidance for moderating a discussion and feedback to help moderators monitor and facilitate discussions more effectively. To track assigned peer moderators’ participation, we used a computational model using social network analysis. This information was then provided to students as a composite, three-part feedback: a graphic, tabulated participation levels, and textual feedback. We tested our design within a graduate-level asynchronous online course for 12 weeks to study how peer moderators conducted their assigned leadership role during the extended moderation period and how multimodal feedback supported students’ regulation of participation. Results show that not all moderators accepted their roles, but those who did showed high participation levels and leadership behaviors. Dynamic relationships among moderators created different self/co-regulation in the group. Students found the multimodal participation feedback useful for monitoring their participation. From these findings, we propose several design solutions for supporting peer moderators’ development of regulation through scaffolds and multimodal feedback.

Curricular and pedagogical aspects of gross anatomy education for undergraduate physiotherapy students: a scoping review.

The objective of this review was to collate and map gross anatomy curricular and pedagogical approaches for physiotherapy students. Knowledge of anatomy is essential for physiotherapy clinical diagnosis, treatment effectiveness and safe practice. The information on this topic is sparse, and what does exist is diverse. This scoping review describes anatomy educational approaches for physiotherapy students and provides needed insight into this topic. No limits were applied on the date of the database search or age of participants. Languages were limited to English, French, German and Spanish. Studies had to include information on gross anatomy curricula or pedagogy for physiotherapy students, or information from qualified physiotherapists or those teaching gross anatomy to physiotherapy students. Included studies were mainly sourced from EBSCOhost (CINAHL, ERIC and MEDLINE), PubMed and Scopus databases. Perusal of reference lists facilitated further retrievals. Studies published from inception up to 21 July 2019 were included. Studies were identified and screened, and the process was reported in a PRISMA flow diagram. JBI methodology for scoping reviews was followed. Selected studies were charted according to a template created and published in a JBI scoping review protocol. Fifty-four studies satisfied the inclusion criteria. Various studies gave calculable length of intervention in weeks (n=14, 26%), hours (n = 7, 13%) or both (n = 21, 39%). The majority of studies (n = 50, 93%) were cross-sectional studies; three were randomized controlled trials (6%). Mean sample sizes varied from 55.3 ± 30.4 (professional behaviors, ethical and humanistic aspects) to 323.2 ± 219.7 participants (multi-modal and blended learning). Overall, 29 studies (54%) included physiotherapy students or personnel in physiotherapy anatomy programs exclusively in the sample. Other disciplines with physiotherapy students included medical students (n = 12, 22%), and occupational therapy students (n = 10, 19%). The interprofessional education category (n = 8) determined that interdisciplinary teamwork led to increased anatomical learning and awareness of future clinical roles. Computer-assisted learning (n = 9) was effective as a stand-alone or adjunct pedagogy, useful for self-study and helped anatomical knowledge retention. Team-based learning (n = 2), peer teaching (n = 6) and clinical input incorporating case-based learning and horizontal and vertical integration (n = 4) resulted in anatomical knowledge retention and were associated with mastery of anatomical understanding, an increase in examination confidence and higher examination grades. Contradictory learning outcomes resulted from the use of online videos in blended and multi-model learning studies (n = 7). Increased student participation in asynchronous online discussion forums benefitted academic learning outcomes. The category of curriculum, pedagogy and materials (n = 15) identified and compared different survey results pertaining to the curricular aspect of the objectives of this review. One study investigated the flipped classroom concept. The use of anatomy content to encourage professional, ethical and humanistic aspects (n = 3) of physiotherapy students' behavior resulted in positive outcomes. This scoping review revealed a multi-faceted topic with many types of interventions and outcomes recorded. It identified variations in pedagogies, curricular content and learning approaches integral to the subject and their impact on gross anatomy education for this population. Beneficial behavioral, anatomical learning, knowledge retention and academic outcomes were identified.

It is about timing: Network prestige in asynchronous online discussions

AbstractAsynchronous online discussions are broadly used to support social learning. This paper reports on an undergraduate class's online discussion activities over one semester. Applying social network analysis, this study revealed a participation gap among students reflected by their varied levels of network prestige. The low‐prestige group initiated equivalent volumes of interactions but were less reciprocated. In‐depth analysis found the high‐prestige group also advantageous in other network measures such as closeness centrality and eigenvector centrality, as well as the strength, persistence, and reciprocity of their ties. To probe potential explanations of the revealed gap, we further contrasted post content and posting behaviours between two groups. Results did not identify any significant differences in post content but found low‐prestige students' participation less timely and more temporally compressed. This paper calls for attention to the participation gap in online discussions, microlevel temporal patterns of student activities, and practical means to scaffold student participation in asynchronous online discussions.

Building models explaining student participation behavior in asynchronous online discussion

Previous studies have invested much effort in understanding how participation in asynchronous online discussion affects student learning, and what factors influence student participation behavior. Results of these studies have been inconclusive and these investigations are often conducted from isolated perspectives. Relying on social cognitive theory, this study proposes two dynamic student participation models in online dialogue and particularly highlights understudied factors – collective efficacy, social ability, reading behavior, the time dimension of participation – to examine the mediation and causal relationship among those factors and their influence on learning. The models are tested utilizing data collected from a large US university. Specifically, while the predictive constructs are operationalized through the survey instruments, the outcome measures are modeled using electronic trace data and actual evaluation information. Data is analyzed using the Partial Least Squares modeling method. Results demonstrate the intertwined relationship among constructs and a different influencing mechanism for each construct on participation behavior and learning. By comparing these two built models, the time dimension of participation is shown to be more influential in predicting student learning than posting and reading actions. The paper concludes with a discussion of the implications of this study.

The Reasons for Encouraging or Inhibiting Students’ Active Participation in Asynchronous Online Discussion: Three Cases from Malaysia

The Reasons for Encouraging or Inhibiting Students’ Active Participation in Asynchronous Online Discussion: Three Cases from Malaysia

Attracting student participation in asynchronous online discussions: A case study of peer facilitation

Previous research studies on how to promote student participation in asynchronous online discussions have largely focused on the role of the instructor or tutor as facilitators. Not many investigated student facilitation. This article reports a qualitative study examining the facilitation techniques used by student facilitators to attract their course mates to participate in asynchronous online discussions. Data were collected from the students’ reflection logs and students’ online postings. To explore the extent to which student participation in an online discussion forum is successful, we looked at the depth of discussion threads. We deemed a student facilitator to have successfully attracted other students to participant if the discussion threads had a depth of six or more levels of students’ postings. We then examined in detail and reported the facilitation techniques that were exhibited by the student facilitators. Results showed that seven facilitation techniques were employed; the most frequently used were Socratic questioning and sharing personal opinions or experiences. We end by exploring potential implications for practice and for future research.

Training for effective decision-making in bioterrorism preparedness and response

The events of September 11, 2001, and beyond have heightened concern about bioterrorism. At the core of terrorism is the unpredictability of events. In this regard, effective counter-bioterrorism measures should be comprehensive, and concurrently address the multiple facets of prevention and control of disease and injury. An academic course that seeks to engender this comprehensive perspective and approach by using the epidemiological model will be described. MHE 507 (Bioterrorism Issues) is a core course for the master's degree in emergency and disaster management at Touro University International (TUI). This is a 12-week distance-learning course (primarily CD-ROM based), and serves as a comprehensive introduction to bioterrorism as a major threat to national security and public health. Emphasis is given to the potential use and consequences of selected agents as weapons of mass destruction. Prevention, control, and research strategies are discussed along with legal and policy issues. The course is conducted on a modular basis, and learning competencies are assessed through multiple short analytical papers, a session-long project in the form of a position paper, and participation in asynchronous online discussions. This course has been offered by TUI for the past 2 years, and attracts senior health and social science professionals or administrators, primarily military personnel. In general, the use of the epidemiological model facilitates participants' giving greater consideration to objectivity and plausibility while focusing on the big picture. Above all, critical thinking is fostered, especially with regard to decision-making amidst uncertainty. An understanding of the multiple facets of bioterrorism and their interrelationship is critical to effective and efficient bioterrorism preparedness and response. Training programs based on the epidemiological framework offer much potential for facilitating the acquisition of such knowledge and reasoning. This is especially important given the varied backgrounds of those involved in policy and decision-making. Evaluation of this course is ongoing.