Graduate Students' Experiences of Challenges in Online Asynchronous Discussions

Murphy, Elizabeth; Coleman, Elizabeth

doi:10.21432/t27g7n

Cited by 60 publications

(45 citation statements)

References 12 publications

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“…This is because asynchronous technologies offer students the flexibility of communication at their own pace. Such flexibility provides students more time to reflect on their own as well as other students' or tutor's comments (Murphy & Coleman, 2004) as compared to synchronous communication.…”

Section: Use Of Technology In Blended Learningmentioning

confidence: 99%

Design and evaluation of two blended learning approaches: Lessons learned

Cheung

Hew

2011

AJET

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In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.

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Section: Use Of Technology In Blended Learningmentioning

confidence: 99%

Design and evaluation of two blended learning approaches: Lessons learned

Cheung

Hew

2011

AJET

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“…Indeed, online discussions have been found to result in superior learning and reflection because they place students in "an intellectual environment that encourages active, thoughtful, and equal participation from all comers" (Althaus, 1997). For example, Larkin-Hein (2001) found that online discussions allow students to adopt a more active role in the learning experience and facilitate the acquisition of higher order thinking skills and deep learning (Aviv, 2000;Gibbs, 1992;Murphy & Coleman, 2004;Shapley, 2000). Online discussions allow students to reflect on their responses (Heckman & Annabi, 2003) and encourage "high levels of cognitive engagement and critical thinking" (Aviv, Erlich, Ravid & Geva, 2003;Thomas, 2002;Wu & Hiltz, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, online discussions allow students to interact at their own pace by providing an opportunity to think through their contributions and edit them prior to engaging in the discussion (Biesenbach-Lucas, 2003;Ortega, 1997). In particular, online discussions provide an opportunity for ESL students, who may be reluctant to speak up in a face to face environment, to engage in class discussions (Curtin, 2002;Kahmi-Stein, 2000;Lamy & Goodfellow, 1999;Murphy & Coleman, 2004;Ortega, 1997;Warschauer, 1997). Online discussions allow ESL students to overcome linguistic limitations and express concepts in their own words in English (Biesenbach-Lucas, 2003), as well as, "practise the new language of the knowledge community" in a supportive learning environment (Kahmi-Stein, 2000;Wilson & Stacey, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of online reflections: Engaging English second language (ESL) students

Birch

Volkov

2007

AJET

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Online discussion boards are being used increasingly by tertiary educators as a tool for encouraging greater student interaction and developing learning communities. In particular, educators who have adopted a learner centered, socio-constructivist approach to teaching have sought to facilitate collaborative learning in which students reflect upon and share their experiences and perspectives, and construct knowledge together through developing shared meanings. This paper presents the findings of an electronic survey of the perceptions of 70 distance education EFL and ESL students concerning a compulsory assessment item involving contribution to an online course discussion board. The study revealed that the majority of the students enjoyed the assessment item and agreed that posting to the online course discussion board had allowed them to achieve a range of cognitive and social learning outcomes, as well as to develop some important graduate skills. In particular, ESL students reported the benefits of posting to the discussion board in terms of sharing their experiences with others and reducing the feeling of isolation. Further, when considering social outcomes, ESL students perceive the discussion board provided them with an opportunity to meet and develop a closer relationship with other students in the course and encouraged them to keep up with their studies.

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“…Individuals can view the messages many times and long after the messages have been posted and respond to the messages posted at any time they prefer. The benefit of contributing at their own pace means that students have time to reflect on their own as well as other students' comments (Murphy and Coleman 2004). In addition, because individuals have to explicitly express their thoughts in writing, the very process of writing in itself helps them to carefully construct their ideas (Vonderwell 2003), as well as encourages reflection which helps promote higher level learning such as analysis, synthesis, and evaluation (Newman et al 1997).…”

Section: Introductionmentioning

confidence: 99%

Student contribution in asynchronous online discussion: a review of the research and empirical exploration

2009

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The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review 50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section, we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma.

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Graduate Students' Experiences of Challenges in Online Asynchronous Discussions

Cited by 60 publications

References 12 publications

Design and evaluation of two blended learning approaches: Lessons learned

Design and evaluation of two blended learning approaches: Lessons learned

Assessment of online reflections: Engaging English second language (ESL) students

Student contribution in asynchronous online discussion: a review of the research and empirical exploration

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