Untitled Document
You are from : ( )  
Untitled Document
Untitled Document

International Journal of Information Technology & Computer Science ( IJITCS )

Abstract :

This study investigates the influence of reusing previous online discussion postings on the students’ participation rate and the quality of students’ online discussion postings. Participants were 80 pre-service ICT teachers from a large Turkish university. Of the participants, 44 (55%) were male, 36 (45%) were female. The participants enrolled in an undergraduate course entitled ‘ICT Teaching Methods I” and participated in a 14-week blended course which consisted of face-to-face lectures with video-case presentations, and asynchronous online discussions. Participants were assigned to one of the following two groups: (1) online discussion only group (control) and (2) reuse group (reading previous online discussion postings + online discussion). The Moodle is an open-source learning management system (LMS) used in the study to provide an online discussion environment to the students. According to the results, the participants of control group (online discussion only group) were contributed much more than the participants of reuse group (online discussion + reading previous discussion postings). This result can be interpreted as the reuse of all previous online discussion postings may cause lurking behaviors. Online and/or blended learning designers should take into account of this possibility. The quality of students’ online discussion postings and implications for future implementations are discussed .

Keywords :

: Asynchronous online discussions, reuse, reusability, lurking, pre-service teachers.

References :

  1. T. M. Paulus, and  G. Phipps, “Approaches to case analyses in synchronous and asynchronous environmants,” Journal of Computer-Mediated Communication, vol. 13, pp. 459–484, 2008.
  2. M. E. Romano, “Online discussion as a potential professional development tool for first-year teachers,” Technology, Pedagogy and Education, vol. 17, pp. 53-65, 2008.
  3. C. P. Lim, and P. T. Cheah, “The role of the tutor in asynchronous discussion boards: A case study of a pre-service teacher course,” Education Media International, vol. 40, pp. 33-47, 2003.
  4. C. Bonk, and V. Dennen, “Frameworks for design and instruction,” in Handbook of distance education, M. G. Moore, Ed., Mahwah, New Jersey: Lawrence Erlbaum, 2007, pp. 233-246.
  5. S. Rafaeli, and G. Ravid, “Online, web-based learning environment for an information systems course: Access logs, linearity and performance.” Available at http://mis.huji.ac.il/papers/mmm.paper.htm
  6. M. Khine, L. Yeap, and A. Lok, “The quality of message ideas: Thinking and interaction in an asynchronous CMC environment,” Educational Media International,vol. 40, pp. 115-125, 2003.
  7. Y.Y.H. Fung, “Collaborative online learning: Interaction patterns and limiting factors,” Open Learning, vol. 19, pp.135-149, 2004.
  8. J. Hewitt, “Toward an understanding of how threads die in asynchronous computer conferences,” Journal of the Learning Sciences,vol. 14, pp. 567-589, 2005.
  9. L. V. Morris, C. Finnegan, and S-S. Wu, “Tracking student behavior, persistence, and achievement in online courses” Internet and Higher Education, vol. 8, pp. 221-231, 2005.
  10. G, Chen, and M. M. Chiu, “Online discussion processes: Effects of earlier messages’ evaluations, knowledge content, social cues and personal information on later messages,” Computers & Education, vol. 50, pp. 678-692, 2008.
  11. C. Ramos, and E. Yudko,”“Hits” (not “Discussion Posts”) predict student success in online courses: A double cross-validation study,” Computers & Education, vol. 50, pp. 1174-1182, 2008.
  12. K. F. Hew, W. S. Cheung, and C. S. L. Ng, “Student contribution in asynhronous online discussion: A review of the research and emprical exploration,” Instructional Science, vol. 38, pp. 571-606, 2010.
  13. J. Andriessen, “Collaboration in computer conferencing,” in Collaborative learning, reasoning, and technology, A. M. O’Donnell, C. E. Hmelo-Silver, and G. Erkens, Eds., Mahwah, New Jersey: Lawrence Erlbaum, 2006, pp. 197-232.
  14. H-C. Wang, and C-W. Hsu, “Teaching-material design center: An ontology-based system for customizing reusable e-materials,” Computers & Education, vol. 46, pp. 458-470, 2006.
  15. K. Harman, and A. Koohang, “Discussion board: A learning object,” Interdisciplinary Journal of Knowledge and Learning Objects, vol. 1, pp. 67-77, 2005.
  16. Y. Kali, R. Levin-Peled, and Y. J. Dori, “The role of design-principles in designing courses that promote collaborative learning in higher education,” Computers in Human Behavior, vol. 25, pp. 1067-1078, 2009.
  17. L. Soon, M. Sarrafzadeh, and K. Williamson, “Reusing knowledge in online forums: A pilot study,” Libri, vol. 60, pp. 153-164, 2010.
  18. E. Zhu, “Interaction and cognitive engagement: An analysis of  four asynchronous online discussions,” Instructional Science, vol. 34, pp. 451-480, 2006.
  19. V. P. Dennen, “Pedagigical lurking: Student engagement in non-posting discussion behavior.” Computers in Human Behavior, vol. 24, pp. 1624-1633, 2008.
  20. A. F. Wise, J. Speer, F. Marbouti, and Y-T, Hsiao, “Broadening the notion of participation in online discussions: Examining patterns in learners’online listening behaviors,” Instructional Science, vol. 41, pp. 323-343, 2013.
  21. D. Deryakulu, E. Öztürk, and M. Erdem, “Student teachers’ views on using and reusing online discussions,” In Parmigiani, D., Pennazio, V., & Traverso, A. (Eds.), Learning & Teaching with Media & Technology ATEE-SIREM Winter Conference Proceedings, Genoa, Italy, pp. 30-37, 2013.
  22. N. Sun, P. P-L, Rau, and L. Ma, “Understanding lurkers in online communities: A literature review,” Computers in Human Behavior, vol. 38, pp. 110-117, 2014.
  23. J. Lave, and E. Wenger, “Situated learning: Legitimate peripheral participation,” Cambridege: Cambridge University Press, 1991.
  24. M. F. Beaudoin, “Learning or lurking? Tracking the “invisible” online student,” The Internet and Higher Education, vol. 5, pp. 147-155, 2002.
  25. N. Arnold, and T. Paulus, “Using a social networking site for experiential learning: Appropriating, lurking, modeling, and community building,” The Internet and Higher Education, vol. 13, pp. 188-196, 2010.
  26. S. Palmer, D. Holt, and S. Bray, “Does the discussion help? The impact of a formally assessed online discussion on final student results,” British Journal of Educational Technology, vol. 39, pp. 847-858, 2008.
  27. S. Vonderwell, and S. Zachariah, “Factors that influence participation in online learning,” Journal of Research on Technology in Education, vol. 38, pp. 213-230, 2005.
  28. C. Haythorntwaite, “Online knowledge crowds and communities.” Presented at the International conference on Knowledge Communities, Center for Basque Studies, University of Nevada, Reno, pp. 1-16, 2009.

Untitled Document
Untitled Document
  Copyright © 2014  IJITCS.  All rights reserved. IISRC® is a registered trademark of IJITCS Properties.