Exploring the Characteristics of Pedagogical Lurkers
Laurie-ann Hellsten, Laureen McIntyre, Michelle Prytula, University of Saskatchewan, Canada
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In online courses, class discussions commonly occur in asynchronous discussion boards where students are able to participate at their convenience (Mabrito, 2002). Research suggests that students who rarely or never post comments can receive a pedagogical benefit from “lurking” or vicariously observing the interactions of others (Sutton, 2001). Lurking has been frowned upon and discouraged (Dennen, 2008). The purpose of this study is to better understand the characteristics of lurkers within a Canadian university online class environment. Participants will include 12 purposively selected undergraduate and graduate students. One hour interviews will be conducted via the telephone. Thematic analysis will be used to identify repeated patterns of meaning from the experiences of the participants. This study is a work in progress project. Information about why students choose to be only peripherally involved should allow us to better design online learning environments.
Hellsten, L.a., McIntyre, L. & Prytula, M. (2011). Exploring the Characteristics of Pedagogical Lurkers. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 340-343). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).