Designing asynchronous online discussion environments: Recent progress and possible future directions

Asynchronous online discussion environments are important platforms to support learning. Research suggests, however, threaded forums, one of the most popular asynchronous discussion environments, do not often foster productive online discussions naturally. This paper explores how certain properties of threaded forums have affected or constrained the quality of discussions, and argues that developing alternative discussion environments is highly needed to offer better support for asynchronous online communication. Using the Productive Online Discussion Model developed by Gao, Wang and Sun, we analyzed current work on four types of asynchronous discussion environments that have been developed and researched: constrained environments, visualized environments, anchored environments and combined environments. The paper has implications for developing future asynchronous online discussion environments. More specifically, future work should aim at (1) exploring new environments that support varied goals of learning, (2) integrating emerging technologies to address the constraints of current environments, (3) designing multifunctional environments to facilitate complex learning and (4) developing appropriate instructional activities and strategies for these environments. Practitioner Notes What is already known about this topic Asynchronous online discussion plays an important role in facilitating learning., It is hard to foster a focused, interactive and in-depth asynchronous discussion in traditional threaded forums., Researchers have investigated multiple ways of structuring or facilitating asynchronous online discussions., What this paper adds The paper analyzes how existing features of threaded forums constrain the quality of online discussion., The paper identifies the progress made in designing alternative asynchronous discussion environments and discusses four major types of asynchronous discussion environments that have been developed and researched., The paper provides suggestions for developing future asynchronous discussion environments., Implications for practice and/or policy Designing alternative asynchronous discussion environments is necessary to improve the quality of online discussion and communication., New asynchronous discussion environments need to be designed to meet varied learning goals and facilitate complex learning., Appropriate instructional strategies need to be developed for both existing and new online discussion environments. [ABSTRACT FROM AUTHOR]

[1]  Marlene Scardamalia,et al.  Knowledge Building Environments: Extending the Limits of the Possible in Education and Knowledge Work , 2003 .

[2]  Martin Valcke,et al.  Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics , 2010, Comput. Educ..

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

[4]  Michael J. Baker,et al.  Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments , 2003 .

[5]  Heather Kanuka,et al.  Learning in Communities of Inquiry: A Review of the Literature , 2009 .

[6]  Mary Kayler,et al.  Pedagogy, Self-Assessment, and Online Discussion Groups , 2007, J. Educ. Technol. Soc..

[7]  Kjell Erik Rudestam,et al.  Encyclopedia of distributed learning , 2004 .

[8]  Lisa D. Bendixen,et al.  Personality Interactions and Scaffolding in On-Line Discussions , 2004 .

[9]  N. Hara,et al.  Empirical study of motivators and barriers of teacher online knowledge sharing , 2007 .

[10]  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..

[11]  Xun Ge,et al.  Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment , 2005 .

[12]  Nian-Shing Chen,et al.  Effects of matching teaching strategy to thinking style on learner's quality of reflection in an online learning environment , 2011, Comput. Educ..

[13]  Gwo-Dong Chen,et al.  Collaborative mentor support in a learning context using a ubiquitous discussion forum to facilitate knowledge sharing for lifelong learning , 2006, Br. J. Educ. Technol..

[14]  David H. Jonassen,et al.  The effects of argumentation scaffolds on argumentation and problem solving , 2002 .

[15]  Jim Hewitt.  How Habitual Online Practices Affect the Development of Asynchronous Discussion Threads , 2003 .

[16]  Curtis J. Bonk,et al.  Content analysis of online discussion in an applied educational psychology course , 2000 .

[17]  D. Suthers,et al.  Belvedere: Engaging students in critical discussion of science and public policy issues. , 1995 .

[18]  Zane L. Berge,et al.  Designing Discussion Questions for Online, Adult Learning. , 2000 .

[19]  M. J. W. Thomas,et al.  Learning within incoherent structures: the space of online discussion forums , 2002, J. Comput. Assist. Learn..

[20]  Charlotte N. Gunawardena,et al.  Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing , 1997 .

[21]  Brett D. Jones,et al.  Safe Passages , 2003 .

[22]  Laurie P. Dringus,et al.  A welcome message from the new editors of the internet and higher education , 1999 .

[23]  Mark Hawkes.  Linguistic Discourse Variables as Indicators of Reflective Online Interaction , 2006 .

[24]  Petri Nokelainen,et al.  A shared document-based annotation tool to support learner-centred collaborative learning , 2005, Br. J. Educ. Technol..

[25]  Dave S. Knowlton.  Promoting Durable Knowledge Construction through Online Discussion , 2002 .

[26]  Timothy J. Newby,et al.  Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments , 2005 .

[27]  Chuen-Tsai Sun,et al.  Beyond Sharing: Engaging Students in Cooperative and Competitive Active Learning , 2008, J. Educ. Technol. Soc..

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

[29]  Eileen Wood,et al.  Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning , 1992 .

[30]  Caroline Mei Lin Ho,et al.  Fostering argumentative knowledge construction through enactive role play in Second Life , 2009, Comput. Educ..

[31]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[32]  Yi-Ching Jean Chiu.  Facilitating Asian students' critical thinking in online discussions , 2009, Br. J. Educ. Technol..

[33]  Marlene Scardamalia,et al.  A Brief History of Knowledge Building , 2010 .

[34]  P. Robert-Jan Simons,et al.  The affordance of anchored discussion for the collaborative processing of academic texts , 2006, Int. J. Comput. Support. Collab. Learn..

[35]  Daniel D. Suthers,et al.  Representational and advisory guidance for students learning scientific inquiry , 2001 .

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

[37]  Daniel D. Suthers,et al.  Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments , 2008, Comput. Educ..

[38]  Bruce E. Larson,et al.  Classroom Discussion and Threaded Electronic Discussion: Learning In Two Arenas , 2002 .

[39]  J. Piaget,et al.  The equilibration of cognitive structures : the central problem of intellectual development , 1985 .

[40]  David Bargeron,et al.  Supporting interaction outside of class: anchored discussions vs. discussion boards , 2002, CSCL.

[41]  C.C. Marshall,et al.  Exploring the relationship between personal and public annotations , 2004, Proceedings of the 2004 Joint ACM/IEEE Conference on Digital Libraries, 2004..

[42]  Sunyoung Joung,et al.  Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels , 2007, Comput. Educ..

[43]  D. Jonassen.  Objectivism versus constructivism: Do we need a new philosophical paradigm? , 1991 .

[44]  Allan Jeong,et al.  How day of posting affects level of critical discourse in asynchronous discussions and computer-supported collaborative argumentation , 2008, Br. J. Educ. Technol..

[45]  E. Michael Nussbaum,et al.  The effect of goal instructions and need for cognition on interactive argumentation , 2005 .

[46]  M. Linn,et al.  Teaching science through online, peer discussions: SpeakEasy in the Knowledge Integration Environment , 2000 .

[47]  Päivi Häkkinen,et al.  Mechanisms of common ground in case-based web discussions in teacher education , 2002, Internet High. Educ..

[48]  Peggy A. Ertmer,et al.  Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study , 2007, J. Comput. Mediat. Commun..

[49]  Sangchul Oh,et al.  Scaffolding online argumentation during problem solving , 2007, J. Comput. Assist. Learn..

[50]  Yu-Fen Yang,et al.  The influence of social interaction on meaning construction in a virtual community , 2010, Br. J. Educ. Technol..

[51]  Fei Gao,et al.  New Model of Productive Online Discussion and Its Implications for Research and Instruction , 2009 .

[52]  M. Moore.  The Theory of Transactional Distance , 2012, Handbook of Distance Education.

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

[54]  David H. Jonassen,et al.  Mapping alternative discourse structures onto computer conferences , 2002, Int. J. Knowl. Learn..

[55]  S. Tan,et al.  Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach , 2009, Teachers College Record: The Voice of Scholarship in Education.

[56]  Scott D. Johnson,et al.  The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses , 2005 .

[57]  Donnie Kirk,et al.  Facilitating Online Learning: Effective Strategies for Moderators , 2003, J. Educ. Technol. Soc..

[58]  Jacqueline Lambiase,et al.  Hanging by a thread: Topic development and death in an online discussion of breaking news , 2010 .

[59]  K. Seo.  Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation , 2007 .

[60]  Heinz Mandl,et al.  Supporting learning using external representations , 2008, Comput. Educ..

[61]  L. Morris,et al.  Tracking student behavior, persistence, and achievement in online courses , 2005, Internet High. Educ..

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

[63]  Marlene Scardamalia,et al.  Computer Support for Knowledge-Building Communities , 1994 .