Effect of behavior patterns on the death of threads in asynchronous discussion forums: a study of informal learners from China

Asynchronous discussions have been widely used in education to support learning. Exploring the reasons why threads in asynchronous discussion forums die may help us improve our understanding of asynchronous discussions and lead to a more effective learning process. This study explored why threads in asynchronous discussion forums shut down. Two analytical methods, namely, content analysis and statistical analysis, were employed. The discussion postings were coded into various behavior patterns based on the work of Lu et al. (Computers in Human Behavior 27:946–955, 2011). Differences of behavior patterns between long lifespan threads and short lifespan threads were investigated and reasons why some threads die quickly was explored. The shortest lifespan threads that died after one or two comments were statistically analyzed. The results showed that there was a significant difference in the disagreement with added justification between long lifespan threads and short lifespan threads. Explanation oriented questions, disagreement against justification, fact oriented questions, new claim, thumbs up and thanks, to some extent, were significantly different between long lifespan threads and short lifespan threads. Agreement played a large part in shortest lifespan threads. Based on the results and further content analysis, many educational implications have emerged for designing asynchronous discussion activities and asynchronous discussion rules. For example, it is necessary to continuously encourage learners to express fresh ideas; rewards can be a way of encouraging high quality replies; learners need to give the reason or explanation why they agree or disagree with others’ postings; learners should be encouraged to ask more explanatory questions or factual questions; and off topic comments should not be forbidden.

[1]  Karen Swan.  A CONSTRUCTIVIST MODEL FOR THINKING ABOUT LEARNING ONLINE , 2005 .

[2]  Sarah Michaels,et al.  Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussions , 2015 .

[3]  Susan C. Herring.  Interactional Coherence in CMC , 1999, J. Comput. Mediat. Commun..

[4]  Exchange patterns in the oral discourse of international students in university classrooms , 1996 .

[5]  Marco Aurélio Gerosa,et al.  Is the unfolding of the group discussion off-pattern? Improving coordination support in educational forums using mobile devices , 2010, Comput. Educ..

[6]  Robert E. Kraut,et al.  Predicting Continued Participation in Newsgroups , 2006, J. Comput. Mediat. Commun..

[7]  Jane Ross,et al.  Creating and Sustaining Online Learning Communities: Designing for Transformative Learning , 2009 .

[8]  Jim Hewitt.  Toward an Understanding of How Threads Die in Asynchronous Computer Conferences , 2005 .

[9]  Jim Hewitt.  Beyond Threaded Discourse , 2001 .

[10]  Murat Oztok,et al.  Interaction in an asynchronous online course : a synthesis of quantitative predictors , 2012 .

[11]  Samia Khan.  Listservs in the college science classroom: Evaluating participation and “richness” in computer-mediated discourse , 2005 .

[12]  Shu-Ling Wang,et al.  The roles of collective task value and collaborative behaviors in collaborative performance through collaborative creation in CSCL , 2018, Educational Technology Research and Development.

[13]  Teresa K. Debacker,et al.  Extending the Traditional Classroom Through Online Discussion: The Role of Student Motivation , 2006 .

[14]  Yau Jane Chen,et al.  Transactional Distance in World Wide Web Learning Environments , 2001 .

[15]  Fei-Ching Chen,et al.  Social conversation and effective discussion in online group learning , 2009 .

[16]  HouHuei-Tse.  Integrating cluster and sequential analysis to explore learners' flow and behavioral patterns in a simulation game with situated-learning context for science courses , 2015 .

[17]  Dongho Kim,et al.  Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments , 2016, Internet High. Educ..

[18]  Ming Ming Chiu,et al.  Online Discussion Processes: Effects of Earlier Messages’ Evaluations, Knowledge Content, Social Cues and Personal Information on Later Messages , 2006, Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06).

[19]  D. Randy Garrison,et al.  Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education , 1999, Internet High. Educ..

[20]  Elizabeth Kirby.  Building Interaction in Online and Distance Education Courses , 1999 .

[21]  Yvonne Fung,et al.  Collaborative online learning: interaction patterns and limiting factors , 2004 .

[22]  Douglas B. Clark,et al.  Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality , 2008 .

[23]  Jennifer Hayes,et al.  Ask and you will receive: how question type influences quantity and quality of online discussions , 2008, Br. J. Educ. Technol..

[24]  Jianping Zhang,et al.  Analyzing Temporal Patterns of Groups and Individuals in an Online Learning Forum , 2015, Int. J. Emerg. Technol. Learn..

[25]  Nancy Law,et al.  Collaborative argumentation and justifications: A statistical discourse analysis of online discussions , 2011, Comput. Hum. Behav..

[26]  Elizabeth Murphy,et al.  Graduate Students' Experiences of Challenges in Online Asynchronous Discussions , 2004 .

[27]  Diane L. Schallert,et al.  When students want to stand out: Discourse moves in online classroom discussion that reflect students' needs for distinctiveness , 2016, Comput. Hum. Behav..

[28]  Anthony G. Picciano.  BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE , 2019, Online Learning.

[29]  Khe Foon Hew,et al.  Evaluating the Extent of Ill-Structured Problem Solving Process among Pre-Service Teachers in an Asynchronous Online Discussion and Reflection Log Learning Environment , 2004 .

[30]  Huang-Yao Hong,et al.  Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities , 2018, Educational Technology Research and Development.

[31]  Vanessa P. Dennen,et al.  From Message Posting to Learning Dialogues: Factors affecting learner participation in asynchronous discussion , 2005 .

[32]  Huei-Tse Hou,et al.  Integrating cluster and sequential analysis to explore learners' flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration , 2015, Comput. Hum. Behav..

[33]  Wilhelmina C. Savenye,et al.  Asynchronous discussion forum design to support cognition: effects of rubrics and instructor prompts on learner’s critical thinking, achievement, and satisfaction , 2019, Educational Technology Research and Development.

[34]  Khe Foon Hew,et al.  Attracting student participation in asynchronous online discussions: A case study of peer facilitation , 2008, Comput. Educ..

[35]  Khe Foon Hew,et al.  Toward an Understanding of Why Students Contribute in Asynchronous Online Discussions , 2008 .