Use Of Asynchronous Discussion Research Articles

Enhancing online protocols through design-based research to improve cognitive presence in a large enrolment course

Instructors face challenges in facilitating higher levels of shared cognition in large enrolment classes. One strategy to foster shared cognition is the use of asynchronous discussions; however, these can be difficult to support with large numbers of students. Online protocols have been found to help students take more ownership of the discussion, reducing the workload of instructors and thus may be helpful in this context. The purpose of this study was to determine the most effective design of online protocols in large enrolment classes. The study used a design-based research methodology to iteratively design, assess and refine the online protocols and the design principles of its underlying protocol pedagogy. Participants for this study were 1,286 students enrolled in a blended undergraduate class in business that used online protocols for discussions over three semesters. The paper describes how iterative changes in the design of protocol-based discussions influenced students' cognitive presence. Students’ perceptions of cognitive presence were significantly higher in the second and third iterations, and the concepts shared by group members were significantly more integrated by the third iteration. Findings suggest that with careful design, these enhanced protocols are a potentially useful strategy to facilitate asynchronous online discussions in large classes.
 Implications for practice or policy:
 
 Students need additional incentives to actively participate in large enrolment courses.
 Instructors can use peer questioning to increase shared cognition in large enrolment courses.
 Instructors should create concise directions with modelling of exemplary posts to help reduce confusion.
 Students in large enrolment courses benefit from additional scaffolding of norms to foster a sense of trust.
 Design-based research provides an effective methodology to examine both theoretical and practical implications of online protocols on cognitive presence.

Good Quality Discussion is Necessary but Not Sufficient in Asynchronous Tuition: A Brief Narrative Review of the Literature

Online learning is a growing field of education with a corresponding increase in the use of asynchronous discussion. Asynchronous discussion is a form of interaction that is mediated rather than direct and where there is a time lag in the interactions between discussants. In this paper we conducted a brief narrative review of the literature on asynchronous discussion. We argue, initially, that discussion is necessary, but not sufficient, for successful pedagogic outcomes and more so in the case of online learning. We identified agreement in the literature on what can be considered the key factors for successful asynchronous discussion.

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...

Use of asynchronous discussions for corporate training: A case study

In this knowledge-based economy, corporations invest millions of dollars in training and expect a return on that investment; similarly, employees have a vested interest in wanting to further their knowledge and their ability to contribute. The types of e-learning strategies and instructional methods being employed elude the use of asynchronous discussions as a viable instructional method. This article summarizes a case study in which asychronous discussions were used as an instructional strategy in two training interventions.

The effect of computer-enhanced learning through the use of Asynchronous discussion on Improving writing and student perception of technology-mediated Environment

Abstract This study dealt with the effect of computer – mediated instruction on improving Arabic language writing skills of university juniors in Arabic language classes. It also surveyed data concerning student perceptions about the technology – enhanced environment of learning. Objectives of the study were to determine: a) the effect of technology – enhanced instruction on developing students writing and communication skills. B) The effects of technology on student perceptions in language learning environment. C) Draw conclusions concerning online design. Computer – enhanced instruction and learning had a significant positive effect on improving learners' writing and communication skills. Students attributed important roles to instructor's plans. Independent learning skills were also enhanced. Implications for online design and other types of technology – enhanced learning and teaching were presented.

Students’ use of asynchronous discussions for academic discourse socialization

Our universities are becoming increasingly diverse at the same time as online asynchronous discussions (OADs) are emerging as the most important forum for computer mediated communication (CMC) in distance education. But there is shortage of studies that explore how graduate students from different ethnic, linguistic and cultural backgrounds use OADs for academic discourse socialization. This article discusses a qualitative study conducted to address these issues. Language socialization and community of practice theories informed the study. Analyses of surveys, interviews, and Blackboard postings from seven hybrid courses reveal that participants perceived OADs highly positively and used them as a virtual community for academic and professional discourse socialization and appropriation. Findings also suggest that students experienced some frustrations and disappointments regarding professorial presence and grading. We discuss these findings, show how academic and professional discourse socialization occurs in asynchronous virtual reality, and draw implications for further research and practice.

Learning and Affective Support Online in Small Group and Class Contexts

<P class=abstract>This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem.</P> <P><B>Keywords:</B> online learning; interaction; group discussion; student support; distance education; asynchronous communication</P>

Peer learning using asynchronous discussion systems in distance education

This paper considers different uses of asynchronous discussion in distance education, highlighting the benefits to learners and the issues that need to be considered. The context is the use of computer conferencing by distance learners of technology at the UK Open University. The paper focuses on two courses where computer conferencing has been used in different ways: for optional peer support; and for assessed group activities. A number of questions about the use of asynchronous discussion are considered in the light of experience from these two contexts. What are students' reasons for participating, or not participating? Can students learn from each other without tutor intervention? Can group work be carried out effectively by student teams whose members never meet?