Investigating Asynchronous Online Communication: a Connected Stance Revealed

September 13, 2010 - 10:47pm | by Chinkley
Presenter(s)
Susan Wegmann (University of Central Florida, US)
Joyce McCauley (Sam Houston State University, US)
Session Information
November 5, 2010 - 9:40am
Track: 
Learning Effectiveness
Session Type: 
Group Presentation
Location: 
Curacao 1
Session Duration: 
80
Concurrent Session: 
7
Abstract
Building on research in asynchronous discussion boards, the results of a study involving two universities' graduate online classes will be disseminated during this presentation.  An adaptation of discourse analysis techniques will be identified and handouts will illustrate ways in which communication can be strengthened in online classes via Connected Stance.
Extended Abstract

The presenters will disseminate findings from a research project that focused on the discussion board interactions of online classes in two universities (Florida and Texas).  We found that optimum student participation in asynchronous discussion board discussions (i.e., social presence) was supported when instructors set up the course to do so.  Specifically, we found that high levels of motivation coupled with high levels of engagement produced a Connected Stance.  Students who assumed a Connected Stance more often earned higher grades in the classes.  They also reported a higher level of enjoyment of the classes on end of the term surveys.

We will discuss theories related to face-to-face classroom interactions (Mehan, Cazden, Vygotsky, Rosenblatt, etc.) and how they inform asynchronous discussions.  These theories will be compiled into a coherent whole and will be portayed in light of new grounded theory, which we have developed based on our research project.  We will also explain a novel way of understanding and viewing asynchronous discussion that stems from our current research.