How Do Students View Asynchronous Online Discussions As A Learning Experience?

Bassett, Penny

doi:10.28945/1376

Cited by 15 publications

(13 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the online learning environment, ODBs is a collaborative platform that has been designed as an instructional technology tool to address a variety of educational needs (Meyer, 2006;Ruane & Lee, 2016;Zhou, 2015). Research has shown that incorporating technology as an instructional tool clearly influenced students' knowledge, skills, and attitudes in distance education courses (Bassett, 2011;Shana, 2009). In addition, the studies showed that students were satisfied with ODBs as compared to the traditional classroom.…”

Section: Online Discussion Boardsmentioning

confidence: 99%

“…Department of Education, 2009;Waycott, Bennett, Kennedy, Dalgarno, & Gray, 2010) has been conducted to explore the negative and positive factors of using online learning in higher education and the resulting changes in their writing. Other research (Balaji & Chakrabarti, 2010;Bassett, 2011;Du, Zhang, Olinzock, & Adams, 2008;Shana, 2009;Zhang, Goa, Ring, & Zhang, 2007) has examined and explored how students' communication skills, critical thinking skills, and literacy skills and their academic achievements improve overall through ODBs. Some research (Bliss & Lawrence, 2009;Peterson-Karlan, 2011;Kessler, Bikowski, & Boggs, 2012;Lin & Yang, 2011;Ritchie & Black, 2012;Wegmann & McCauley, 2014) has focused on discovering the importance of integrating discussion boards, online chats, and Wikis into the education process.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

An International Students’ Perspective Toward Using Online Collaborative Platform to Enhance their Academic Learning Skills

Bokhari¹

2019

UCER-A

View full text Add to dashboard Cite

This exploratory case study explored international graduate students' views of online discussion boards (ODBs) as a collaborative platform in different online courses at a major Midwestern university. In addition, this study explored factors that influenced students learning skills, specifically academic writing skills. Data collection methods included students' artifacts, such as online discussion transcripts, submitted documents, and one-on-one open-ended interviews. Interviewing the international graduate students made it possible to identify the natural meaning of ODBs, as well as explore the key factors that improved their writing skills in the ODBs. Three major themes emerged in this study. The first theme inclusive learning environment, demonstrated how students perceived ODBs as a positive platform that helped them to increase their intercultural competence, construct their knowledge, and raise their confidence as well. The other two themes, constructivism/collaborative social practice and motivation/structure revealed what factors could improve students' writing skills. Students appreciated their learning from each other and asserted that the structure, feedback, and assessment are the factors that motivated them to develop their learning and writing skills. Further qualitative research is needed to analyze the content of the students' postings. In addition, it is recommended that the level of learning, writing skills, and sense of community among the forum members need to be examined. Broader perspectives are needed, as well as future research using ODBs as a collaborative platform in blended learning.

show abstract

Section: Online Discussion Boardsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

An International Students’ Perspective Toward Using Online Collaborative Platform to Enhance their Academic Learning Skills

Bokhari¹

2019

UCER-A

View full text Add to dashboard Cite

show abstract

“…When staff tried to make units more engaging then distance students often lost what they valued most about studying at a distance -namely autonomy and convenience. Bassett (2011), however, found that structuring discussions helped students to participate more effectively and students valued the collaborative experience. Students need to be made aware of their own learning styles as this will help them to identify their strengths and weaknesses and to adapt to the pressures of different learning requirements for their courses (Sadler-Smith & Smith, 2004).…”

Section: Thomasmentioning

confidence: 99%

“…As Brindley et al (2009) suggest, learning should take place in a rich environment that offers opportunity for interaction and connectedness. There are many studies that confirm that interaction among students improves learning and enhances critical thinking in the online environment (Baggaley, 2008;Bassett, 2011;Brindley et al, 2009;Menchaca & Bekele, 2008). Being able to work collaboratively is one of our university's graduate attributes.…”

Section: Thomasmentioning

confidence: 99%

Has Distance Learning Become More Flexible? Reflections of a Distance Learning Student

Thomas

2012

IJELL

View full text Add to dashboard Cite

This paper provides insight into the way in which distance learning had changed over the past 30 years from the perspective of the author as a distance learning student. The question is then asked as to whether current practice is reducing flexibility for distance learning students? The paper starts with a discussion of flexible learning and the different factors that need to be considered when making distance learning flexible for students. The paper then describes the author's experiences as a distance learning student in the early 1980s and compares it to her experiences as a student in 2006-2008. The experiences were compared using various dimensions of flexibility. The main dimensions used were flexibility of content, assessment, instructional approach, course delivery, time, and learning styles. While flexibility had improved in some areas, improving the pedagogical design by engaging students on an ongoing basis had also decreased flexibility in others. The paper concludes with a look to the future and factors that online designers might consider in balancing different types of flexible learning activities.

show abstract

“…Students' online posting and collaboration were meant to support students' face-to-face communication and learning process. In organizing an asynchronous online discussion for students, planning, preparation and structure are of extreme importance (Bassett, 2011). When planning the online discussion, we followed Dillenbourg's (2002) five-stage collaboration script (Table 1).…”

Section: Figure 1: the Design Of The Blended Learning Processmentioning

confidence: 99%

Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education

Gasparič¹,

Pečar²

2016

JITE:Research

View full text Add to dashboard Cite

Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when face-to-face communication was not possible. This paper discusses the constructs of social and cognitive components, reflection and collaborative learning in blended learning environments. It presents the results of a study that was conducted on a sample of pre-service primary school teachers studying at the largest faculty of education in Slovenia. The purpose of the study was to determine the intensity, level and content of students' posts in the online discussion, how students assess its usefulness, and whether there are differences in the assessment of goals achieved in teaching practice between the students who were included in the online discussion and those who were not. We found that in the sub-groups where communication between students participating in the online discussion did not develop at the level of interpersonal relations, it also failed to develop at the level of learning. We also found that the online discussion helped the participating students to plan their lessons. In assessing the achieved practical teaching goals, it became obvious that the online discussion had a positive impact on students' perception about adapting their lessons, as well as on their critical assessment in analysing their teaching.

show abstract

How Do Students View Asynchronous Online Discussions As A Learning Experience?

Cited by 15 publications

References 10 publications

An International Students’ Perspective Toward Using Online Collaborative Platform to Enhance their Academic Learning Skills

An International Students’ Perspective Toward Using Online Collaborative Platform to Enhance their Academic Learning Skills

Has Distance Learning Become More Flexible? Reflections of a Distance Learning Student

Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education

Contact Info

Product

Resources

About