“To Participate or Not?”: Identifying the Factors Affecting University Students’ Participation in an e-Forum

Abstract

Information and communication technologies (ICT), primarily computers and telecommunication networks, can be utilised as a means to cultivate thinking skills among students. Computer applications have been adapted or developed not only to facilitate critical thinking but also to help students to become reflective thinkers. In the Computer in Education (CIE) course, undergraduate students from the Faculty of Education, Universiti Kebangsaan Malaysia, were exposed to collaborative learning through sharing activities in an e-forum via the Weebly application. This study was conducted to investigate the factors that contributed to their participation in the e-forum, as well as the hindrances. This study involved 113 first year students who took the course. Data were generated using open-ended questions posed in one of the forum topics. The data were then analysed descriptively using thematic analysis. The overall findings indicate a numbers of contributing factors leading to students' participation in the e-forum. Among these factors incentives are given, such as bonus marks for those who showed the highest level of engagement in the e-forum discussions. In addition, students were driven by their own individual needs, i.e. to access new ideas, expand their knowledge and share experiences. This paper also discusses factors that hindered students' level of participation in the e-forum.

Students’ Identities and its Relationships with their Engagement in an Online Learning Community

“…In a community where members have different backgrounds and experiences, it can be problematic for certain members to accept others into their 'circle of friends' because individuals may have their own perceptions about their peers which then affect their engagement. Therefore, it is paramount that in the early stages, members of any community build bonds and relationships between themselves so as to develop a 'friendly climate' [12], [13], [14] and so that the values of trust and openness can be developed. In a friendly climate, people use positive words, accept group members and acknowledge others for their contributions.…”

EFL students’ participations and teachers’ roles in online discussion forum for critical media literacy learning

“…However, ODF is critical to creating a positive atmosphere (Daud et al, 2016;Glass & Walter, 2000;Khalid, 2019;Terehoff, 2002) and supporting partnerships (Bierema & Merriam, 2002). A supportive classroom environment develops when students are involved and appreciated, such as through informal discussion.…”

Pengaruh Impulsivitas dan Media Komunikasi terhadap Perbedaan Partisipasi Diskusi Online

“…Faktor yang dapat mendorong partisipasi online diantaranya seperti: 1) kesempatan untuk meningkatkan pengetahuan dan kemampuan, 2) fokus kepada topik yang menarik, 3) kepedulian diri (selfawareness), 4) dukungan teman sebaya, 5) kesempatan untuk bertukar ide-ide, 6) dukungan dan pengawasan dari dosen, 7) kesempatan untuk mengenal mahasiswa dari program studi lain, 8) memperoleh dukungan untuk menyelesaikan tugastugas, 9) mengembangkan kepercayaan diri, dan 10) aplikasi dan desain yang bagus (Daud, Khalid, Ahmad, Rahman & Karim, 2016). Sebaliknya, terdapat pula faktor yang menghalangi partisipasi online, seperti: 1) tidak familiar dengan program aplikasi, 2) lemahnya koneksi internet, 3) keterbatasan waktu, 4) kurang percaya diri, 5) keterikatan yang kurang antara satu sama lain, 6) topik yang kurang menarik, 7) tidak ada notifikasi dari program aplikasi, dan 8) terlalu banyak postingan (Daud, et al, 2016). Selain itu, partisipasi dalam diskusi dapat terhalang ketika peserta tidak suka untuk bekerja bersama dengan peserta lain.…”