Students' Use of Asynchronous Discussions for Academic Discourse Socialization

Autor/inn/en	Beckett, Gulbahar H.; Amaro-Jimenez, Carla; Beckett, Kelvin S.
Titel	Students' Use of Asynchronous Discussions for Academic Discourse Socialization
Quelle	In: Distance Education, 31 (2010) 3, S.315-335 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Academic Discourse; Graduate Students; Socialization; Computer Mediated Communication; Distance Education; Discourse Analysis; Asynchronous Communication; Student Surveys; Interviews; Courseware; Virtual Classrooms; Communities of Practice; Likert Scales; Social Networks; Cultural Differences + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Diskursanalyse; Schülerbefragung; Interviewing; Interviewtechnik; Lernsoftware; Community; Likert-Skala; Social network; Soziales Netzwerk; Kultureller Unterschied
Abstract	Our universities are becoming increasingly diverse at the same time as online asynchronous discussions (OADs) are emerging as the most important forum for computer mediated communication (CMC) in distance education. But there is shortage of studies that explore how graduate students from different ethnic, linguistic and cultural backgrounds use OADs for academic discourse socialization. This article discusses a qualitative study conducted to address these issues. Language socialization and community of practice theories informed the study. Analyses of surveys, interviews, and Blackboard postings from seven hybrid courses reveal that participants perceived OADs highly positively and used them as a virtual community for academic and professional discourse socialization and appropriation. Findings also suggest that students experienced some frustrations and disappointments regarding professorial presence and grading. We discuss these findings, show how academic and professional discourse socialization occurs in asynchronous virtual reality, and draw implications for further research and practice. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10