TY - JOUR
T1 - Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course
AU - Wise, Alyssa Friend
AU - Perera, Nishan
AU - Hsiao, Ying Ting
AU - Speer, Jennifer
AU - Marbouti, Farshid
N1 - Funding Information:
This work was supported by the Social Sciences and Humanities Council of Canada.
PY - 2012/3
Y1 - 2012/3
N2 - This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.
AB - This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.
KW - Asynchronous discussion groups
KW - Computer mediated communication
KW - Learning strategies
KW - Mixed methods
KW - Online learning
KW - Student participation
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U2 - 10.1016/j.iheduc.2011.11.007
DO - 10.1016/j.iheduc.2011.11.007
M3 - Article
AN - SCOPUS:84857653723
SN - 1096-7516
VL - 15
SP - 108
EP - 117
JO - Internet and Higher Education
JF - Internet and Higher Education
IS - 2
ER -