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Article: Sustaining asynchronous online discussions: Contributing factors and peer facilitation techniques

TitleSustaining asynchronous online discussions: Contributing factors and peer facilitation techniques
Authors
Issue Date2009
Citation
Journal of Educational Computing Research, 2009, v. 41 n. 4, p. 477-511 How to Cite?
AbstractThis study examined the factors and peer facilitation techniques that influenced students' participation in sustained asynchronous online discussion. A case study approach was used, with data collected through interviews, questionnaires, and online discussion transcripts. The findings revealed that factors such as interesting topic, familiarity with topic, and limited time influenced students' participation in online discussions. Peer facilitation techniques that students perceived to influence their choice of discussion threads to participate in included techniques such as "thanking others" and "encouraging contribution." Interestingly, the order of perceived impact of these peer facilitation techniques and the actual order of frequency of usage of these techniques in the online discussions, as observed in the online discussion transcripts, was not the same. Reasons for this discrepancy were discussed. © 2009, Baywood Publishing Co., Inc.
Persistent Identifierhttp://hdl.handle.net/10722/194263
ISSN
2015 Impact Factor: 0.644
2015 SCImago Journal Rankings: 0.550
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorNg, CSL-
dc.contributor.authorCheung, WS-
dc.contributor.authorHew, KF-
dc.date.accessioned2014-01-30T03:32:22Z-
dc.date.available2014-01-30T03:32:22Z-
dc.date.issued2009-
dc.identifier.citationJournal of Educational Computing Research, 2009, v. 41 n. 4, p. 477-511-
dc.identifier.issn0735-6331-
dc.identifier.urihttp://hdl.handle.net/10722/194263-
dc.description.abstractThis study examined the factors and peer facilitation techniques that influenced students' participation in sustained asynchronous online discussion. A case study approach was used, with data collected through interviews, questionnaires, and online discussion transcripts. The findings revealed that factors such as interesting topic, familiarity with topic, and limited time influenced students' participation in online discussions. Peer facilitation techniques that students perceived to influence their choice of discussion threads to participate in included techniques such as "thanking others" and "encouraging contribution." Interestingly, the order of perceived impact of these peer facilitation techniques and the actual order of frequency of usage of these techniques in the online discussions, as observed in the online discussion transcripts, was not the same. Reasons for this discrepancy were discussed. © 2009, Baywood Publishing Co., Inc.-
dc.languageeng-
dc.relation.ispartofJournal of Educational Computing Research-
dc.titleSustaining asynchronous online discussions: Contributing factors and peer facilitation techniques-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.2190/EC.41.4.e-
dc.identifier.scopuseid_2-s2.0-76149142206-
dc.identifier.hkuros244656-
dc.identifier.volume41-
dc.identifier.issue4-
dc.identifier.spage477-
dc.identifier.epage511-
dc.identifier.isiWOS:000286796400005-

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