How Do Students View Asynchronous Online Discussions As A Learning Experience?
Penny Bassett, Victoria University, Australia
IJELLO Volume 7, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
This case study explores students' perceptions of the value of asynchronous online discussions. Postgraduate business students participated in asynchronous online discussions that are part of a blended approach to teaching, learning, and assessment. The students were required to read three refereed journal articles on global human resource information system (HRIS) implementations, write annotated bibliographies, discuss online in groups of four, and reflect on the learning ex- perience. Students' reflections are examined to identify factors that make this a worthwhile learning experience. These reflections indicate that students valued the learning experience and viewed the online environment as an inclusive place in which to collaborate and discuss with their peers. Planning, preparation, and structure were found to be factors relating to the effectiveness of the online discussion, with timing generally being viewed as positive but seen as an issue by some students. Overall, students valued this learning and assessment strategy believing that it increased their knowledge and understanding of HRIS.
Bassett, P. (2011). How Do Students View Asynchronous Online Discussions As A Learning Experience?. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 69-79. Informing Science Institute.
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Yu-mei Wang, University of Alabama at Birmingham, United States
Journal of Interactive Learning Research Vol. 30, No. 1 (2019) pp. 5–25
Rachel Or-Bach, Department of Management Information Systems, The Max Stern Academic College of Emek Yezreel, Emek Yezreel, Israel; Marije van Amelsvoort, Tilburg Center for Cognition and Communication (TiCC), Tilburg University, Tilburg
International Journal of Online Pedagogy and Course Design Vol. 3, No. 4 (October 2013) pp. 1–15
Theda Thomas, Australian Catholic University, Australia
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 8, No. 1 (Jan 01, 2012) pp. 39–49
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