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How Do Students View Asynchronous Online Discussions As A Learning Experience?
ARTICLE

, Victoria University, Australia

IJELLO Volume 7, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute

Abstract

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.

Citation

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. Retrieved August 24, 2019 from .

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