Participation style and social anxiety as predictors of active participation in asynchronous discussion forums and academic achievement

Abstract

Learners in asynchronous discussion forums are inundated with diverse options when it comes to interaction. This enables the embodiment of various styles of participation. On the other hand, the affective domain tends to be overlooked in the online discussion context. The modeling of discussion activities based on both cognitive and affective indicators constitutes this study’s unique aspect. In the study, the impact of social anxiety and participation styles on active participation in discussions were investigated using three-factor social anxiety and four-factor participation style models. In addition, the impact of active participation on academic achievement was also examined. Path analysis was used to explain the predictive correlation among these indicators. Students' participation behaviors in discussions during a three-week implementation were analyzed within the scope of a course taught during the COVID-19 pandemic period. The findings showed that social anxiety and participation styles had a significant impact on active participation, which, in turn, significantly affected academic achievement. The study provides crucial inputs in portraying the characteristics of learners in such a way as to tailor online discussions to their needs.

Social anxiety in digital learning environments: an international perspective and call to action

“…More specifically, the country's (cultural) context appears to be a significant driver of social anxiety within the peer (student-to-student) interaction and student-to-instructor interaction (Zhong et al, 2007). As a reference to previous findings administering an identical instrument focussing on social anxiety levels among Turkish teacher education students, the lowest sub-scale in social anxiety has been somatic symptoms which corresponds with the findings of our present study (Demir et al, 2023).…”

“…In conclusion, they recommend that there is a need for enhanced pedagogic support for students with social anxiety. A more recent study by Demir et al (2023) identified a significant impact of social anxiety among N = 272 Turkish pre-service teacher students on active participation in asynchronous discussions, which, in turn, significantly affected academic achievement. Claes et al (2023) examined the role of attentional control as a psychological factor involved in socioeconomic status-related social anxiety.…”

Enhance adult students' online knowledge construction: Exploring effective instructional designs and addressing barriers

“…Through interactive discussions, students can reorganize their concepts, compare views with others, revise ideas, and develop previously unexplored thoughts (Liu & Yin, 2006). Several analytical models (e.g., Demir et al, 2023;Garrison et al, 2001;Gunawardena et al, 1997;Lai, 2015) have emerged in the past decades to explore the correlation between asynchronous online dialogues and the formation of novel knowledge (Nicholas & Ng, 2009) 1. sharing and comparing information, 2. discovering inconsistencies or conflicts, 3. negotiating meaning and proposing resolutions, 4. testing proposed ideas, and 5. reaching agreements, adopting newly constructed ideas or meta-cognitive reflection. The IAM posits that active knowledge construction moves through these five stages, with higher-level knowledge construction occurring from the second to the fifth stage (Hew and Cheung, 2011).…”

“…Through interactive discussions, students can reorganize their concepts, compare views with others, revise ideas, and develop previously unexplored thoughts (Liu & Yin, 2006). Several analytical models (e.g., Demir et al, 2023; Garrison et al, 2001; Gunawardena et al, 1997; Lai, 2015) have emerged in the past decades to explore the correlation between asynchronous online dialogues and the formation of novel knowledge (Nicholas & Ng, 2009). Gunawardena, Lowe, and Anderson's Interactive Analysis Model (IAM) and Garrison, Anderson, & Archer's (2001) Community of Inquiry (CoI) model are likely the two most commonly referenced and cited models.…”