The Motivating and Limiting Factors of Learners’ Engagement in an Online Discussion Forum

Authors: K. Durairaj, I. N. Umar

Abstract:

Lately, asynchronous discussion forum is integrated in higher educational institutions as it may increase learning process, learners’ understanding, achievement and knowledge construction. The asynchronous discussion forum is used to complement the traditional, face-to-face learning session in hybrid learning courses. However, studies have proven that students’ engagement in online forums is still unconvincing. Thus, the aim of this study is to investigate the motivating factors and obstacles that affect the learners’ engagement in asynchronous discussion forum. This study is carried out in one of the public higher educational institutions in Malaysia with 18 postgraduate students as samples. The authors have developed a 40-items questionnaire based on literature review. The results indicate several factors that have encouraged or limited students’ engagement in asynchronous discussion forum: (a) the practices or behaviors of peers, or instructors, (b) the needs for the discussions, (c) the learners’ personalities, (d) constraints in continuing the discussion forum, (e) lack of ideas, (f) the level of thoughts, (g) the level of knowledge construction, (h) technical problems, (i) time constraints and (j) misunderstanding. This study suggests some recommendations to increase the students’ engagement in online forums. Finally, based upon the findings, some implications are proposed for further research.

Keywords: Asynchronous Discussion Forum, Engagement, Factors, Motivating, Limiting.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1097072

References:

[1] S. Downes, 'Places to go: Connectivism \& connective knowledge', Innovate: Journal of Online Education, vol. 5, no. 1, 2008.
[2] M. Balaji and D. Chakrabarti, 'Student interactions in online discussion forum: Empirical research from ‘media richness theory’ perspective', Journal of Interactive Online Learning, vol. 9, no. 1, pp. 1--22, 2010.
[3] R. Gafni and N. Geri, ‘The Value of Collaborative e-Learning: Compulsory Versus Optional Online Forum Assignment’, Interdisciplinary Journal of e-Learning and Learning Objects, vol. 6, no. 1, pp. 343-335, 2010.
[4] B. De Wever, T. Schellens, M. Valcke and H. Van Keer, 'Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review', Computers \& Education, vol. 46, no. 1, pp. 6--28, 2006.
[5] P. krish, 'Participation in Online Forums: Some Insight of Malaysian Distance', 2010.
[6] A. Wise, J. Speer, F. Marbouti and Y. Hsiao, 'Broadening the notion of participation in online discussions: Examining patterns in learners’ online listening behaviors', Instructional Science, vol. 41, no. 2, pp. 323- -343, 2013.
[7] K. Rollag, 'Teaching business cases online through discussion boards: Strategies and best practices', Journal of Management Education, 2010.
[8] V. Peters and J. Hewitt, 'An investigation of student practices in asynchronous computer conferencing courses', Computers \& Education, vol. 54, no. 4, pp. 951--961, 2010.
[9] J. Hewitt, 'Toward an understanding of how threads die in asynchronous computer conferences', The Journal of the Learning Sciences, vol. 14, no. 4, pp. 567--589, 2005.
[10] A. Jeong and S. Frazier, 'How day of posting affects level of critical discourse in asynchronous discussions and computer-supported collaborative argumentation', British Journal of Educational Technology, vol. 39, no. 5, pp. 875--887, 2008.
[11] E. Murphy and E. Coleman, 'Graduate students' experiences of challenges in online asynchronous discussions', Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, vol. 30, no. 2, 2004.
[12] C. Ng and W. Cheung, 'Comparing face to face, tutor led discussion and online discussion in the classroom', Australasian Journal of Educational Technology, vol. 23, no. 4, p. 455, 2007.
[13] C. Chen, S. Pedersen and K. Murphy, 'The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication', Instructional Science, vol. 40, no. 2, pp. 325--349, 2012.
[14] K. Hew and W. Cheung, Student participation in online discussions. New York: Springer, 2012.
[15] D. Maor, 'Teacher's and students' perspectives on on-line learning in a social constructivist learning environment', Technology, Pedagogy and Education, vol. 12, no. 2, pp. 201--218, 2003.
[16] M. Tallent-Runnels, J. Thomas, W. Lan, S. Cooper, T. Ahern, S. Shaw and X. Liu, 'Teaching courses online: A review of the research', Review of educational research, vol. 76, no. 1, pp. 93--135, 2006.
[17] P. Reyes and P. Tchounikine, 'Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence', Springer, pp. 83--92, 2003.
[18] K. Meyer, 'Face-to-face versus threaded discussions: The role of time and higher-order thinking', Journal of Asynchronous Learning Networks, vol. 7, no. 3, pp. 55--65, 2003.
[19] X. Liu, B. Doore and L. Li, 'Scaffolding knowledge co-construction in web-based discussions through message labeling', vol. 2008, no. 1, pp. 3041--3046, 2008.
[20] W. S. Cheung and K.F Hew, ‘Examining students’ creative and critical thinking and student to student interactions in an asynchronous online discussion environment: A singapore case study’, Asia-Pacific Cybereducation Journal, vol 2, no.2, 2006.
[21] Y. Fung, 'Collaborative online learning: Interaction patterns and limiting factors', Open Learning: The Journal of Open, Distance and e-Learning, vol. 19, no. 2, pp. 135--149, 2004.
[22] Z. Yang and Q. Liu, ‘Research and development of web-based virtual on-line classroom’, Computers & Education, vol.48, pp. 171–184, 2007.
[23] I.E. Allen and J. Seaman, ‘Learning on demand: Online education in the United States, 2009’. Needham, MA: The Sloan Consortium, 2010.
[24] T. Schellens, H. Van Keer and M. Valcke, ‘The impact of role assignment on knowledge construction in asynchronous discussion groups’, Small Group Research, vol 36, no.6, pp. 704–745, 2005.