Use Of Asynchronous Discussion Forums Research Articles

Strategies and Challenges in Encouraging Students' Critical Thinking Skills in Online Learning: A Literature Review

This article presents a comprehensive literature review on the methodologies and obstacles faced in fostering critical thinking skills among students within the realm of online learning. As digital education platforms become increasingly prevalent, educators and curriculum designers are tasked with the challenge of adapting traditional, interactive critical thinking exercises to virtual environments. This review synthesizes findings from various studies, including empirical research, theoretical analyses, and case studies, to identify effective strategies for promoting critical thinking in online courses. Key strategies highlighted include the use of asynchronous discussion forums to facilitate reflective thinking, the integration of problem-based learning tasks, and the implementation of peer review mechanisms to enhance analytical skills. The review also discusses the challenges encountered in online settings, such as the lack of immediate feedback, reduced social cues, and the potential for cognitive overload due to multitasking. It emphasizes the importance of thoughtful course design, the need for instructor training in online pedagogical methods, and the role of technology in supporting interactive and engaging learning experiences. Finally, the article calls for further research into innovative educational technologies and pedagogies that can better support critical thinking development in online learning environments.

Students’ Perceptions of the Use of Asynchronous Discussion Forums, Quizzes, and Uploaded Resources

This research inspects students’ perceptions of the utilisation of asynchronous discussion forums, quizzes, and uploaded resources in platform CIDOS LMS among polytechnic students. There has been an expansion in the utilisation of LMS in many levels of education in polytechnic institutions. CIDOS LMS has variety tools examples assignments, video, scorm, and tutorial. Purposive sampling was used to choose the research participants for this study. The participants consisted of 60 diploma students from Polytechnic Sultan Ibrahim who are enrolled in a Mathematics course. The Cronbach’s alpha of the instruments is 0.899. The questionnaire was divided into four catego-ries. The categories addressed students’ perceptions of CIDOS LMS tools, namely the discussion forums, quizzes, and the utilisation of uploaded resources. Likert scale rated from strongly disagree to strongly agree. All the data were analysed using IBM Statistical to obtain the percentages, frequencies, means, standard deviations, independent sample t-test, and Pearson correlation. The results of this study show that the practice of CIDOS LMS among engineering students at Polytechnic Sultan Ibrahim is at a high level during the learning process. Further research would explore the educators’ need to figure out the best ways in CIDOS LMS to engage students as the millen-nial generation continues to dominate the workforce.

Use of Asynchronous Discussion Forum (ADF) and CompendiumLD (CLD) as a Learning Strategy in a Distance Learning Online Course- A Reflective Narrative

The paper reflects on my personal learning experiences as a postgraduate online distance learner on the use of two contemporary ICT tools, i.e., Asynchronous Discussion Forum (ADF) and CompendiumLD (CLD). The paper opens with an overview on the use of ADF and CLD. I then reflected on my personal learning experiences on the subject matter through personal narrative method. Finally, I have suggested, how tutors can utilize these technologies to maximize learners' participation in online learning environment. ADF has nurtured critical thinking, questioning, writing and problem-solving skills. It has further optimized my online participation. Whereas, CLD has equipped me with the skills to design creative learning interventions. Both the digital tools have increased my collaboration with peers and resources. Not only did I gain skills, but also shared learning with others. Integration of these tools has potentials to augment formal and non-formal learning experiences in online environment.

THE CONTINUING PEDAGOGICAL VALUE OF DISCUSSION FORUMS IN OPEN AND DISTANCE LEARNING AND FACE-TO-FACE CONTEXTS

Two educators at separate higher education institutions − University of the Witwatersrand (Wits) and University of the Western Cape (UWC) in South Africa jointly evaluated the use of asynchronous discussion forums in their courses, offered respectively as part of face-to-face and distance mode courses. These very different discussion forums were evaluated using two existing frameworks: Cecez-Kecmanovic and Webb’s (2000) Communicative Model of Collaborative Learning (CMCL), which is based on Habermas’s concept of the ideal language act, and Walker and McLean’s (2010) Educational Arrangements for Educating Human Development Public Good Professionals. The evaluation focused on whether the dominant purposes and content of interaction resulted in critical intellectual debate focused on learning, and encouraged social good professionalism. Findings showed that more than half the discussion posts in both courses were focused on learning through debate, argumentation and reflection, and that the Social Work course showed significant evidence of developing public good professionals. It was concluded that discussion forums offer valuable pedagogical potential for both distance and face-to-face students in higher education. Recommendations are made that other educators, especially in the open and distance learning space, consider engaging in joint evaluative reflection for improving practice.

Investigation of Participation and Quality of Online Interaction

Advances in computer mediated communication technologies have sparked and continue to facilitate the proliferation of online courses, degree programs, and educational institutions. Leading the way with these advances has been the use of asynchronous discussion forums. However merely setting up a discussion forum does not always ensure quality participation and interaction. The way the course is managed has an impact on the participation as well. This paper compares the difference in course management over four study periods and discusses the resulting consequences on the participation and achievement of the students. This paper also investigates the quality of interaction as perceived by fully online students. The main benefits of this research are that it provides a guideline regarding what course management factors can make the difference in online participation in fully online courses, and how the quality of interaction can be designed.

Using asynchronous discussion forums to create social communities of practice in financial accounting

Purpose – This study aims to examine students' perceptions of the use of asynchronous discussion forums to facilitate case‐based learning in financial accounting, measuring whether students' perceptions of the benefits of using online discussion forums are related to – and can be predicted from – students' demographic profiles. The paper commences by briefly reviewing the case study‐based learning literature, followed by an in‐depth review of the use of asynchronous discussion forums as a delivery platform. These pedagogical approaches are then linked to the emerging needs and learning styles of the current generation of “digital” students.Design/methodology/approach – The study, which is questionnaire‐based, uses data collected from two New Zealand universities. A choice modelling approach is used to analyse the data in order to correlate students' preferences for online discussion forum usage with their profiles.Findings – The findings of the study indicate that students perceive numerous benefits to be...

Exploring asynchronous and synchronous tool use in online courses

While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry. ► Little is known about combining synchronous and asynchronous communication. ► The most active synchronous students tend also to be most active asynchronously. ► Synchronous communication supports the exchange of social content. ► Synchronous and asynchronous communication play complementary, supporting roles.

Using e-learning dialogues in higher education

Dialogue is arguably one of the most important components of any learning process. However, as student numbers increase and more emphasis is given to electronic delivery of courses, opportunities for effective dialogue may be missed. The technology to support e-learning dialogue is readily available, but design of the dialogue structures and understanding of learners’ online communication behaviour requires further research. This paper reports on a study of the use of asynchronous discussion forums to support online dialogue in undergraduate learning and teaching in two groups of students. Initial empirical evidence, obtained from online communication behaviour data and assessment results, is presented to support a positive association between students' participation in e-learning dialogues and learning outcomes. Other factors that could influence effective exploitation of e-learning dialogues such as tutor intervention, students' perceptions, dialogue quality and learning outcomes are discussed, along with implications for the design of such systems.

A Support Taxonomy for Developing Online Discussions

Since the development of threaded discussion on the World Wide Web, effective use of asynchronous discussion forums has been an issue for public affairs educators. This article is an account of research that examined how traditional mentoring practices might be used successfully in this electronic environment. A taxonomy of strategies for online discussion leaders is described. By using these strategies, instructors can move beyond just asking good questions in online discussions, to putting into practice methods that are designed to challenge students' critical thinking and foster higher levels of student participation. The research results indicate that threaded discussion by the study's target population was improved by use of the taxonomy.

The Use of Online Discussion Forums as a Learning and Teaching Tool in Astronomy

AbstractSwinburne Astronomy Online (SAO) is an online graduate program in astronomy intended particularly for amateur astronomers, science communicators and educators. SAO emphasises the development of conceptual understanding and good communication skills in astronomy. The use of asynchronous discussion forums is a central feature of SAO. These 'online tutorials' were introduced partly with the intention of breaking down the isolation of distance education, but mainly to provide a venue where students could deepen their conceptual understanding of astronomy and hone their science communication skills while discussing course material with other students and instructors.In this project aspects of the use of discussion forums in SAO were investigated, with comparisons made between average marks awarded for discussion forum contributions and those awarded for other assessment tasks, plus analysis of the rate at which students post to the forums, and an investigation of whether gender makes a significant difference to participation rate and assessment results. Responses by students to surveys that probe their ability to express themselves and communicate with classmates in this online form of distance education are discussed. Finally, possible implications for the use of discussion forums as a supplement to face-to-face teaching in astronomy are explored.