An asynchronous online discussion
environment may be deļ¬ned as ‘‘a text-based human-to-human communication via
computer networks that provides a platform for the participants to interact
with one another to exchange ideas, insights and personal experiences” (Hew, 2008). This simply means that asynchronous discussions are
discussions held by individuals online in an effort to share, exchange, or discuss
ideas.
Asynchronous discussions are very
commonly used in post-secondary courses, to connect peers and create a sense of
community within the classroom. Many researchers dedicate their selves to
studying the best way to effectively implement asynchronous discussions. Their
research has a wide range of focus which extends from the types of questioning to
the relationships among each participate.
Research by Hew and Cheung in (2008)
suggest there are seven facilitation techniques to use as a guide in
asynchronous discussion: (a) giving own opinions or experiences, (b)
questioning, (c) showing appreciation, (d) establishing ground rules, (e)
suggesting new direction, (f) personally inviting people to contribute, and (g)
summarizing. Research by Xie and Ke (2011) confirms the technique of showing appreciation and giving opinions and experiences. Their study examined the relationship between student's motivation and their online interactions in a distance learning. Confirming the study by Hew and Cheung, they found that perceived competence and students' relatedness to their peers is a crucial factor that impacts students' learning in asynchronous discussions.These seven techniques not only enhances the student trust in each other but it also creates a certain connection that allow the student to create, what some may call, learning communities.
Research by Rovai (2002) goes a little more in-depth into classroom communities. This study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Results showed that graduate students feel connected to their virtual classroom community, students with stronger sense of community tend to possess greater perceived levels of cognitive learning, etc.
Asynchronous discussions are a way for students to express who they are and allow their voices to be heard. Research gives multiple techniques that help enhance the discussion experience. Ultimately, students should feel comfortable, safe, interested and by the end of the discussion, enlightened.
Refernces
Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51(3), 1111-1124. doi:10.1016/j.compedu.2007.11.002
Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332. doi:10.1016/s1096-7516(02)00130-6
Xie, K., & Ke, F. (2010). The role of students' motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930. doi:10.1111/j.1467-8535.2010.01140.x
