Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors

Abstract

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted), but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

Good Quality Discussion is Necessary but Not Sufficient in Asynchronous Tuition: A Brief Narrative Review of the Literature

“…However, there is some agreement that if appropriate rules and instructions are in place, and if the pattern of communication is set and modeled early by the NTL, then students benefit from controlling the discussion and incorporating their own experience and goals (Moore & Fetzner, 2004). A common and accepted finding is that setting quantitative measures of engagement limits discussion (Andresen, 2009;Denne, 2005;Tu & Corry, 2003;Zingaro & Oztok, 2012). Some caution is required in the interpretation of the latter point.…”

“…Some general principles emerged relating specifically to the facilitation of asynchronous discussion in a teaching environment. There are some contradictory findings, such as the debate between keeping the discussion focused and allowing for, and even encouraging, divergent discussion (Beaudin, 1999;Cantor, 1992;Jorczak, 2011;Ugoretz, 2005;Winiecki & Chyung, 1998), and the number of times either the tutor or student should post each week (Pelz, 2004;Zingaro & Oztok, 2012). We have not engaged with these debates but have grouped and summarized key factors identified in relation to facilitating discussion as a non-traditional lecturer (NTL).…”

“…Quality posts are considered those that address course matters, discuss and reflect critically on content, and respond explicitly to comments by other students (Henri, 1995;Salmon, 2000;Zingaro & Oztok, 2012). Simple, useful rules of posting such as requiring comments to introduce new material and creating a subject field that conveys the essence of the main point have been applied successfully.…”

The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform

“…If a tutorial is required to use it, it will not work. Success often rests on the ability to keep sustained, purposeful interaction (Zingaro and Oztok 2012) and this was also true of an online staff community. The SocialLearn platform was visually accessible but users struggled with new concepts such as 'collections' and access paths were not at first obvious.…”

“…Online communities are more important than ever before, with e-learning and online teaching evolving into a new era with the advent of Massive Online Open Courses (MOOCs). There are increasing investigations of how online communities have potential for students (Garrison and Arbaugh 2007;Aykol and Garrison 2008;Zingaro and Oztok 2012) but there remains a gap in knowledge around online communities for teaching staff 1 .…”