Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course

Alyssa Wise, Nishan Perera, Ying Ting Hsiao, Jennifer Speer, Farshid Marbouti

Research output: Contribution to journalArticle

Abstract

This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.

Original languageEnglish (US)
Pages (from-to)108-117
Number of pages10
JournalInternet and Higher Education
Volume15
Issue number2
DOIs
StatePublished - Mar 2012

Fingerprint

Students
participation
student
Microanalysis
Taxonomies
taxonomy
learning environment
monitoring
Monitoring
Values
experience
time

Keywords

  • Asynchronous discussion groups
  • Computer mediated communication
  • Learning strategies
  • Mixed methods
  • Online learning
  • Student participation

ASJC Scopus subject areas

  • Computer Networks and Communications
  • Computer Science Applications
  • Education

Cite this

Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. / Wise, Alyssa; Perera, Nishan; Hsiao, Ying Ting; Speer, Jennifer; Marbouti, Farshid.

In: Internet and Higher Education, Vol. 15, No. 2, 03.2012, p. 108-117.

Research output: Contribution to journalArticle

Wise, Alyssa ; Perera, Nishan ; Hsiao, Ying Ting ; Speer, Jennifer ; Marbouti, Farshid. / Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. In: Internet and Higher Education. 2012 ; Vol. 15, No. 2. pp. 108-117.
@article{f3a9c8ec624b4f1983e18edbaf20ca14,
title = "Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course",
abstract = "This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.",
keywords = "Asynchronous discussion groups, Computer mediated communication, Learning strategies, Mixed methods, Online learning, Student participation",
author = "Alyssa Wise and Nishan Perera and Hsiao, {Ying Ting} and Jennifer Speer and Farshid Marbouti",
year = "2012",
month = "3",
doi = "10.1016/j.iheduc.2011.11.007",
language = "English (US)",
volume = "15",
pages = "108--117",
journal = "Internet and Higher Education",
issn = "1096-7516",
publisher = "Elsevier BV",
number = "2",

}

TY - JOUR

T1 - Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course

AU - Wise, Alyssa

AU - Perera, Nishan

AU - Hsiao, Ying Ting

AU - Speer, Jennifer

AU - Marbouti, Farshid

PY - 2012/3

Y1 - 2012/3

N2 - This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.

AB - This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.

KW - Asynchronous discussion groups

KW - Computer mediated communication

KW - Learning strategies

KW - Mixed methods

KW - Online learning

KW - Student participation

UR - http://www.scopus.com/inward/record.url?scp=84857653723&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84857653723&partnerID=8YFLogxK

U2 - 10.1016/j.iheduc.2011.11.007

DO - 10.1016/j.iheduc.2011.11.007

M3 - Article

AN - SCOPUS:84857653723

VL - 15

SP - 108

EP - 117

JO - Internet and Higher Education

JF - Internet and Higher Education

SN - 1096-7516

IS - 2

ER -