Sustaining Asynchronous Online Discussions: Contributing Factors and Peer Facilitation Techniques

This study examined the factors and peer facilitation techniques that influenced students' participation in sustained asynchronous online discussion. A case study approach was used, with data collected through interviews, questionnaires, and online discussion transcripts. The findings revealed that factors such as interesting topic, familiarity with topic, and limited time influenced students' participation in online discussions. Peer facilitation techniques that students perceived to influence their choice of discussion threads to participate in included techniques such as “thanking others” and “encouraging contribution.” Interestingly, the order of perceived impact of these peer facilitation techniques and the actual order of frequency of usage of these techniques in the online discussions, as observed in the online discussion transcripts, was not the same. Reasons for this discrepancy were discussed.

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

[2]  Ellen D. Wagner,et al.  In Support of a Functional Definition of Interaction , 1994 .

[3]  Robert J. McQueen,et al.  Computer Assisted Adult Interactive Learning in a Multi-Cultural Environment , 1999 .

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

[5]  Julie Dickinson,et al.  Tutor Messaging and Its Effectiveness in Encouraging Student Participation on Computer Conferences , 2008 .

[6]  I. Jung,et al.  Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction , 2002 .

[7]  Vanessa Paz Dennen,et al.  Pedagogical lurking: Student engagement in non-posting discussion behavior , 2008, Comput. Hum. Behav..

[8]  Vanessa Paz Dennen,et al.  From Interaction to Intersubjectivity: Facilitating online group discourse processes , 2007 .

[9]  Karen Kear,et al.  Following the thread in computer conferences , 2001, Comput. Educ..

[10]  Naxin Zhao,et al.  Cultural Factors Affecting Chinese Students' Participation in Asynchronous Online Learning , 2005 .

[11]  Sarah Schrire,et al.  Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis , 2006, Comput. Educ..

[12]  Allan C. Tagg.  Leadership from Within: Student Moderation of Computer Conferences. , 1994 .

[13]  Krista Poscente.  Text - Based CMC Conferencing: An Approach for Analysis , 2002 .

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

[15]  David Newman,et al.  Evaluating the Quality of Learning in Computer Supported Co-Operative Learning , 1997, J. Am. Soc. Inf. Sci..

[16]  M. Moore.  Editorial: Three types of interaction , 1989 .

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

[18]  Mark Guzdial,et al.  Effective Discussion Through a Computer-Mediated Anchored Forum , 2000 .

[19]  Terry Anderson,et al.  Using Peer Teams to Lead Online Discussions , 2002 .

[20]  E. Guba,et al.  Naturalistic inquiry: Beverly Hills, CA: Sage Publications, 1985, 416 pp., $25.00 (Cloth) , 1985 .

[21]  Vanessa P. Dennen.  The design and facilitation of asynchronous discussion activities in Web-based , 2001 .

[22]  유창조.  Naturalistic Inquiry , 2022, The SAGE Encyclopedia of Research Design.

[23]  Nada Dabbagh,et al.  How to structure online discussions for meaningful discourse: a case study , 2005, Br. J. Educ. Technol..

[24]  N. Hoffart.  Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory , 2000 .

[25]  Albert L. Ingram,et al.  Online Collaboration: Making It Work. , 2002 .

[26]  Margaret Mazzolini,et al.  Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums , 2003, Comput. Educ..

[27]  Lauren Cifuentes,et al.  Design Considerations for Computer Conferences , 1997 .

[28]  Martin Valcke,et al.  Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour , 2008, Comput. Educ..

[29]  Erping Zhu,et al.  Interaction and cognitive engagement: An analysis of four asynchronous online discussions , 2006 .

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

[31]  Dawn M. Poole.  Student Participation in a Discussion-Oriented Online Course , 2000 .

[32]  Fabio Chacón.  Facilitating Deep Learning in the Adult Online Learner , 2005 .

[33]  Nathan Bond,et al.  Collaborative Reflection and Professional Community Building: An Analysis of Preservice Teachers’ Use of an Electronic Discussion Board , 2003 .

[34]  S. Merriam.  Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education , 1998 .

[35]  Philip M. Johnson,et al.  Computer supported collaborative learning using CLARE: the approach and experimental findings , 1994, CSCW '94.

[36]  Linda Fang,et al.  Perceiving the Useful, Enjoyable and Effective: A case study of the e‐learning experience of tertiary students in Singapore , 2007 .

[37]  Chinwe H. Ikpeze.  Small Group Collaboration in Peer-Led Electronic Discourse: An Analysis of Group Dynamics and Interactions Involving Preservice and Inservice Teachers , 2007 .