Toward an Understanding of Why Students Contribute in Asynchronous Online Discussions

Autor/inn/en	Cheung, Wing Sum; Hew, Khe Foon; Ling Ng, Connie Siew
Titel	Toward an Understanding of Why Students Contribute in Asynchronous Online Discussions
Quelle	In: Journal of Educational Computing Research, 38 (2008) 1, S.29-50 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Computer Mediated Communication; Online Courses; Foreign Countries; Student Participation; College Students; Computer Uses in Education; Group Discussion; Case Studies; Preservice Teachers; Student Attitudes; Knowledge Level; Time Factors (Learning); Internet; Web Based Instruction; Interpersonal Relationship; Singapore + Suchen Sie Ihr Suchwort? Computerkonferenz; Online course; Online-Kurs; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Computernutzung; Gruppendiskussion; Case study; Fallstudie; Case Study; Schülerverhalten; Wissensbasis; Web Based Training; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Singapur
Abstract	The use of online learning is growing very fast in universities. Consequently, understanding how to promote student contribution in asynchronous online discussions, which is considered an integral part of online learning, has become increasingly crucial. Previous research has examined how factors, such as instructor facilitation techniques may influence student contribution. However, issues such as when the online discussion is student facilitated, and students are given a "freedom" of choice to choose, why students choose to contribute in some forums but not in others are not fully understood. In this article, we report a case study involving pre-service teachers in Singapore that examined this issue. Data were collected from the pre-service teachers' online postings, reflection logs, questionnaires, and interview data. Results suggested six themes that influenced students' decision to contribute or not to contribute: a) relational capital; b) knowledge about the subject or topic; c) discussion activity or topic; d) availability of time; e) reward; and f) random choice. Practical recommendations to motivate students to contribute and future research directions pertaining to asynchronous online discussions are suggested. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10