Abstract:

This survey study builds upon findings from a qualitative and quantitative research study conducted with adjunct online faculty members regarding both strengths and limitations of asynchronous discussion forums for student community building. Results included convenience and opportunity for deeper thought as strengths. However, weaknesses of asynchronous discussion forums included late or no student engagement, surface posts not going beyond "Good job" or "I agree/I disagree only," and a sense of student perceptions as 'one-and-done' only discussion posting requirements, analogous to submitting a written assignment instead of genuine communication discourse. As a result, the authors developed a survey. The rating items included student perceptions regarding enhancement of in-depth understanding of learning material via peer engagement in discussion forums, ideal timing of participation in asynchronous discussion forums, similar timing of replies to peers, comparison of discussion forum participation with submission of traditional assignments, and any additional or alternative ways to build student community in online learning spaces. Comparisons of student attitudes will be made to those of the earlier faculty perception studies as well as differences in student perceptions by demographic variables such as gender, age, and prior experience if any with online course learning. Implications and recommendations will be offered regarding optimal use of asynchronous discussion forums to create maximally beneficial student learning experiences.

Keywords:

Technology, education, asynchronous discussion forums, student community building.