Interaction in Asynchronous Discussion Forums: Peer Facilitation Techniques

Autor/inn/en	Ng, C. S. L.; Cheung, W. S.; Hew, K. F.
Titel	Interaction in Asynchronous Discussion Forums: Peer Facilitation Techniques
Quelle	In: Journal of Computer Assisted Learning, 28 (2012) 3, S.280-294 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2011.00454.x
Schlagwörter	Interaction; Cultural Background; Graduate Study; Facilitators (Individuals); Student Role; Motivation Techniques; Student Behavior; Peer Relationship; Student Participation; Internet; Educational Technology; Instructional Design; Comparative Analysis; Case Studies; College Students; Instructional Effectiveness; Educational Strategies; Asians; Pacific Islanders; Asynchronous Communication; Discussion; Computer Mediated Communication; Blended Learning; Discourse Analysis; Content Analysis; Interviews + Suchen Sie Ihr Suchwort? Interaktion; Aufbaustudium; Graduiertenstudium; Hauptstudium; Motivationsförderung; Student behaviour; Schülerverhalten; Peer-Beziehungen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Collegestudent; Unterrichtserfolg; Lehrstrategie; Asian; Asiat; Asiatin; Asiaten; Asiate; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Diskussion; Computerkonferenz; Diskursanalyse; Inhaltsanalyse; Interviewing; Interviewtechnik
Abstract	Peer facilitation is proposed as a solution to counter limited interaction in asynchronous online discussions. However, there is a lack of empirical research on online peer facilitation. This study identifies, through cross-case comparison of two graduate-level blended courses attended by Asian Pacific students, the actual peer facilitation techniques that could encourage online interaction. Analyses of interviews and online discussion transcripts suggest that techniques such as "showing appreciation" and "considering others' viewpoints" encourage online interaction. However, instructors intending to incorporate peer-facilitated online discussions should also consider the influence of factors such as the design of the online discussion activity and learners' cultural background as some participants could consider challenging others' ideas culturally inappropriate and need to be encouraged through techniques such as "general invitation to contribute". Facilitators might also re-consider the use of certain traditionally recommended strategies such as directing an online message at specific participants to encourage responses. This study suggests that doing so could sometimes backfire and discourage online contributions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10