Discussion Activities in Asynchronous Online Learning: Motivating Adult Learners' Interactions
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| Title: | Discussion Activities in Asynchronous Online Learning: Motivating Adult Learners' Interactions |
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| Language: | English |
| Authors: | Xi Lin (ORCID |
| Source: | Journal of Continuing Higher Education. 2024 72(1):84-103. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Adult Students, Online Courses, Discussion (Teaching Technique), Asynchronous Communication, Student Motivation, Interaction, Student Participation, Computer Mediated Communication, Video Technology, Visual Aids, Persuasive Discourse, Peer Relationship, Teacher Student Relationship, Teacher Role, Graduate Students, Student Attitudes |
| DOI: | 10.1080/07377363.2022.2119803 |
| ISSN: | 0737-7363 1948-4801 |
| Abstract: | This quantitative study investigates the impact of four types of discussion activities on adult learners' asynchronous online interactions. Specifically, this study aims to understand how different discussion activities incorporated into online discussion boards motivate adult learners' online participation. The four discussion activities are video-based text discussion, student-generated problem-based case discussion, self-created meme discussion, and discussion through debate. Results show that all four discussion activities, to a great extent, help motivate adult learners to actively interact with learning content, the instructor, and peers in different ways. Significantly, our study shows that participants identified student-generated problem-based case discussion as the most effective and that the debate was the least effective among the four discussion activities. Results also indicate that the instructor plays a significant role in the design, instruction, and follow-up of discussion activities. This study provides insights into using multiple discussion activities in fully asynchronous online environments for adult learners' active learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417634 |
| Database: | ERIC |
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| Abstract: | This quantitative study investigates the impact of four types of discussion activities on adult learners' asynchronous online interactions. Specifically, this study aims to understand how different discussion activities incorporated into online discussion boards motivate adult learners' online participation. The four discussion activities are video-based text discussion, student-generated problem-based case discussion, self-created meme discussion, and discussion through debate. Results show that all four discussion activities, to a great extent, help motivate adult learners to actively interact with learning content, the instructor, and peers in different ways. Significantly, our study shows that participants identified student-generated problem-based case discussion as the most effective and that the debate was the least effective among the four discussion activities. Results also indicate that the instructor plays a significant role in the design, instruction, and follow-up of discussion activities. This study provides insights into using multiple discussion activities in fully asynchronous online environments for adult learners' active learning. |
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| ISSN: | 0737-7363 1948-4801 |
| DOI: | 10.1080/07377363.2022.2119803 |
