Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect

Peterson, Amy; Beymer, Patrick N.; Putnam, Ralph T.

doi:10.24059/olj.v22i4.1517

Cited by 74 publications

(58 citation statements)

References 26 publications

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“…The previous studies conducted by Peterson et al (2018) and Martin & Tapp (2019) confirm that the implementation of synchronous learning has facilitated students' interactions and collaborative learning. Hence, they can access all the materials comprehensively.…”

Section: Finding and Discussionmentioning

confidence: 74%

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Rojabi¹

2020

Engl. Lang. Teach. Educational. Journal

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An internet connection has been crucial in the era of globalization to enhance human activities in various activities of economic, culture, defense, and many others, especially in the EFL classroom setting. Microsoft Teams as an innovative online learning platform provides unique features to enhance its potential to help EFL teachers to conduct better interaction as well learning environment in online learning. This research aimed at exploring students’ perceptions of online learning via Microsoft Teams. The study was conducted with twenty-eight sixth-semester students at Open University (Universitas Terbuka-UPBJJ Jember). Data were collected by using questionnaires to gain information about the EFL students’ perception of online learning via Microsoft Teams. The questionnaire was distributed to the students through Google forms after all materials in online learning had been conducted. The questionnaires data obtained were analyzed descriptively. The finding of the research revealed that online learning via Microsoft Teams is categorized as something new for the students but this interaction and learning environment motivated students in participating online learning, as a result, they can easier to comprehend the learning materials.

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Section: Finding and Discussionmentioning

confidence: 74%

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Rojabi¹

2020

Engl. Lang. Teach. Educational. Journal

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“…Finally, note that the increased number of ICT facilitates synchronous interactions in online courses (Peterson et al, 2018;Watts, 2016). While asynchronous interactions grant flexibility (Robinson et al, 2017) and reflexivity (Tallent-Runnels et al, 2006), adding synchronous interactions gives a sense of immediacy (Robinson et al, 2017) and lessens transactional distance (McBrien et al, 2009).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Heilporn

Desrochers

2020

cjsotl-rcacea

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Online courses are growing in higher education, resulting from an increased access to information and communication technologies. While such courses allow time and/or space flexibility for both students and instructors, they also promote active learning and require more autonomy from the students. In this paper, we present the main design features of a new prerequisite mathematics online course in a business faculty. While most of the course was designed in an asynchronous mode, it also includes blended synchronous support sessions that students can attend each week. As a Scholarship of Teaching and Learning (SoTL) project, we related the design features of the course to students’ learning support and perceptions by analyzing the content of the learning management system as well as students’ narrative comments in course teaching evaluations over five semesters. The main themes reported concerned the appreciated course design and structure, the enhanced instructor’s presence through commented slideshows and support sessions, the instructor’s accessibility and care, a challenging but relevant course, and collaborative practice with a software application. In particular, the instructor’s presence and follow-up throughout the semester was highlighted by the students as a means to support their learning. Furthermore, most students’ comments reported positive perceptions about the online course and specific design features. Several comments also allowed to identify potential areas for change in a future version on the course, as part of the SoTL research that focuses on teaching and learning improvement.

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“…Wegerif ( 1998 ) found that students felt that collaborative activities within the course were not effective and that it was challenging to develop a sense of community with their classmates through online discussion posts. Peterson et al ( 2018 ) also found that students communicating asynchronously had lower perceptions of belonging, which suggested negative effects on cooperative learning. Rourke and Kanuka ( 2007 ) examined the barriers students face when using online discussion forums and found that little time was devoted to discussion within the forum as the pacing of the course pressed students to continue with the content; students desired more time to actually discuss the content.…”

Section: Review Of Literaturementioning

confidence: 99%

“…These are referenced as synchronous distributed courses and are defined as those that extend classroom exercises in real-time (OLC 2015 ). Synchronous online education has been shown to create a sense of connectedness between students and their instructor (Martin et al 2012 ; Peterson et al 2018 ). Peterson et al ( 2018 ) found that the students communicating synchronously engaged in analytical thinking, were more likely to take academic risks, express authoritativeness, share ideas, and encourage their group.…”

Section: Review Of Literaturementioning

confidence: 99%

“…The current number of undergraduate and graduate students in at least one online course is steadily increasing (Allen and Seaman 2017 ), with most, if not all students now having some portion of their coursework delivered online amidst the coronavirus pandemic. Although a large number of students are taking online courses, many challenges exist with specific concerns about limited interactions with classmates and instructors (McBrien et al 2009 ), lower sense of belonging (Peterson et al 2018 ), inability to gauge social cues through text-based communication (Vu and Fadde 2013 ), delay in instructor feedback (Lowenthal et al 2017 ), and difficulty in using technology (Martin et al 2012 ). Faculty have also reported challenges in teaching online as they may lack proficiency with the needed technology, as well as the large time commitment needed to ensure all course components are accessible and understood by students (Ward et al 2010 ).…”

Section: Introductionmentioning

confidence: 99%

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Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online—Team-Based Learning

et al. 2021

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This paper describes the development of the Integrated Online—Team-Based Learning (IO-TBL) model and details students’ perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings. Student comments from small group instructional feedback sessions and end-of-course teaching evaluations were grouped into clusters of similar statements about what was going well and suggestions for improvement, which were then assigned to one of the three presences of the Community of Inquiry framework. While students most commonly identified increased learning, synchronous meetings, teamwork, and the instructor as going well in the course, students found IO-TBL to impose a heavy workload and require a significant amount of time. Clusters were most often related to teaching presence, followed by social presence, and then cognitive presence.

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Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect

Cited by 74 publications

References 26 publications

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online—Team-Based Learning

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