Student‐generated memes as a way to facilitate online discussion for adult learners

Abstract

This qualitative study examines how a student‐generated meme activity influences adult learners' interaction in online class discussions. A multiple‐case design is applied to understand how this class discussion activity facilitates online threaded interactions. This study recruited 28 adult learners from a two‐section graduate‐level asynchronous online class. Findings show that entertaining and easy to relate to meme activity generated by students engages adult learners in discussion activities for active learning. It helps learners quickly open up to each other to share and learn from each other. This discussion activity offers an alternative to releasing their emotions and feelings individually and collectively benefits adult learners when approaching new learning. It also shows the advantages of using a discussion activity connecting diverse adult learners and building a sense of community for social support while supporting each other for new learning. Findings indicate a significant role also played by the instructor in facilitating interactions. Our study provides insights into integrating internet tools (memes) with discussion activity for active learning in a fully asynchronous online discussion board.