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Increasing authentic participation in asynchronous online discussions: Tips for instructors and instructional designers
PROCEEDING

, Aurora University, United States ; , , Northern Illinois University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Asynchronous online discussion has become a staple of many higher education courses. This study was designed to understand more fully social identity development within undergraduate online discussions. Using a case study design, the authors examined the online discussions of five students aged 20-25 who had senior status at a four-year university in the Midwest. Specifically, the research examined students’ impression management techniques to develop social identities within asynchronous online discussions. Findings indicate a variety of factors that influence how the participants developed their social identities using elements of social presence and facework. How participants develop their social identities influenced their participation within the online discussions, ranging along a spectrum from avoidance to one-way participation to bi-directional interaction. Based on the results of this study, suggestions for instructors and instructional designers are provided.

Citation

Harrison, K., York, C. & Mayall, H. (2018). Increasing authentic participation in asynchronous online discussions: Tips for instructors and instructional designers. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1241-1251). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2020 from .

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