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Predicting Learning from Asynchronous Online Discussions

by Sloan-C

Author Information

Author(s):

Dezhi Wu, Department of Information Systems, College of Computing Sciences

Author(s):

Starr Roxanne Hiltz, Department of Information Systems, College of Computing Sciences

Institution(s) or Organization(s) Where Research Occured:

New Jersey Institute of Technology

Volume and Issue Information

Volume:

8

Issue:

2

Month:

April

Year:

2004

Online discussions play an important role in student learning. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does this requirement improve the students’ perceived learning? An exploratory study designed to investigate this issue was conducted in Spring 2002. The questionnaire drew responses to a post-course questionnaire from 116 students in two undergraduate courses and one graduate course. A set of items designed to measure perceived learning from online discussions formed a reliable, unidimensional index for this construct. The results indicate that online discussions do improve students’ perceived learning. Variations among instructors or courses are associated with differences in perceptions of student motivation, enjoyment, and learning from online discussion. Open-ended questions identified some student concerns about online discussions. The concluding section of this paper presents some implications for improving online discussions and for future research plans.

Find related content with this links:

• Course Design
• Learning Resources
• Pedagogy
• Interaction
• Learning Outcomes
• Faculty
• University
• Volume 8:2 - April 2004
• ALN
• Distance Education
• E-Learning
• Online Discussions