Students’ use of asynchronous discussions for academic discourse socialization

Beckett, Gulbahar H.; Amaro-Jiménez, Carla; Beckett, Kelvin S.

doi:10.1080/01587919.2010.513956

Cited by 27 publications

(28 citation statements)

References 13 publications

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“…Also the findings of showed that discourse socialization is a complex, dynamic process of co-construction and negotiation, supporting other researchers' recently reported qualitative studies (e.g., [23], [28], [29]). …”

Section: Resultssupporting

confidence: 74%

“…In classroom settings, many studies on CMC during the last decade have focused on the benefits of CMC regarding its function that can change traditional power structures in the classroom and provide learning opportunities for students. However, very few CMC studies in higher education contexts attempted to explore L2 learners' academic discourse socialization through online discussions (for an exception see [23]). …”

Section: Significance Of the Studymentioning

confidence: 99%

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Discourse Socialization in Synchronous Computer-Mediated Communication

2013

International Journal of Contents

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Section: Resultssupporting

confidence: 74%

Section: Significance Of the Studymentioning

confidence: 99%

Discourse Socialization in Synchronous Computer-Mediated Communication

2013

International Journal of Contents

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“…Moore [43] reports that, "for effective interaction, students and faculty benefit from clear expectations about communicating; clear expectations help manage the volume and quality of interaction" (p. 97). Beckett, Amaro-Jimenez, and Beckett [47] similarly argue that non-English speaking students in particular need explicit instructions and guidance in an online environment. It is therefore important to design a cyber-environment that encourages a high level of student communication or interactions that go beyond the simple sharing of ideas [48,49].…”

Section: B Computer-mediated Communicationmentioning

confidence: 99%

Investigating Asynchronous Online Communication: A Connected Stance Revealed

Wegmann

McCauley

2014

OLJ

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This research project explores the effects of altering the structure of discussion board formats to increase student engagement and participation. This paper will present the findings of a two-university, two-class research project in which asynchronous discussion board entries were analyzed for substance. By using oral discourse analysis techniques, the postings of two distinct structures of discussion board entries were analyzed. A baseline of typical student interactions was established by using an Open-ended discussion board assignment. The requirements were then changed and an Experimental discussion board format was introduced-students were placed into smaller groups and expected to enact a 3R pattern of Respond, React, and Reply. The ways in which students made their thinking visible were coded and tabulated. Findings suggest that a Connected Stance, identified by a high level of participation coupled with a high level of engagement, was an optimal online discourse pattern.

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“…Additionally, grading discussion responses tends to be more subjective and therefore more difficult to define quality expectations (Beckett, Amaro-Jiménez, and Beckett, 2010). With respect to expectations, students come to online classes with various learning styles and preferences of how they engage with course material (Mupinga, Nora, & Yaw, 2006).…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of the Use of Multimedia for Online Course Communication

Krause

Portolese

Bonner

2017

OLJ

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A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor's use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.

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Students’ use of asynchronous discussions for academic discourse socialization

Cited by 27 publications

References 13 publications

Discourse Socialization in Synchronous Computer-Mediated Communication

Discourse Socialization in Synchronous Computer-Mediated Communication

Investigating Asynchronous Online Communication: A Connected Stance Revealed

Student Perceptions of the Use of Multimedia for Online Course Communication

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