A Great Resource That Should Be Utilised More, but Also a Place of Anxiety: Student Perspectives on Using an Online Discussion Forum

Autor/inn/en	Griffin, Lynda; Roy, James
Titel	A Great Resource That Should Be Utilised More, but Also a Place of Anxiety: Student Perspectives on Using an Online Discussion Forum
Quelle	In: Open Learning, 37 (2022) 3, S.235-250 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2019.1644159
Schlagwörter	Foreign Countries; Group Discussion; Open Universities; Distance Education; College Students; Anxiety; Student Attitudes; Peer Relationship; Online Courses; College Faculty; Teacher Role; Computer Mediated Communication; Barriers; Student Participation; Writing (Composition); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Gruppendiskussion; Offene Universität; Distance study; Distance learning; Fernunterricht; Collegestudent; Angst; Schülerverhalten; Peer-Beziehungen; Online course; Online-Kurs; Fakultät; Lehrerrolle; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schreibübung; Großbritannien
Abstract	A range of studies into the efficacy of online discussion forums is available, and this study seeks to add to the body of evidence around students' experiences of using online discussion forums within a distance learning context. The Open University (OU) is still the UK's largest provider of distance higher education. OU distance learners are encouraged to participate in asynchronous online discussion forums and collaborate with their peers, thus benefiting from working with others and reducing social distance. We investigated student perspectives on their feelings about participation in 'tutor group' forums. We drew on comments provided via email to identify key themes and provide insights into positive and negative experiences; some findings reinforce existing research, e.g. forums as a welcome source of peer and tutor support. However, we also identified practices and factors reported as causing anxiety or reluctance to enter an online 'space', and leading to non-participation. These included the nature of other students' posts, dominance by peers, unwelcome demands on students' time and the 'exposure of the self' through writing online. We consider the tensions and anxiety reported, discuss the implications, and suggest ways to improve the online student experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01