Learning through online discussion

a framework evidenced in learners' interactions

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Online learning, often supported through online discussion, is not only a popular
means of supporting off-campus learners, but increasingly has a place within
campus-based learning courses. Laurillard and others suggest that there are
assumptions being made about learning through online discussion that have yet to
be fully tested, and therefore there is a need to examine this area further. Tutors and learners may benefit from having a greater insight and understanding of how
engaging in asynchronous online discussion presents opportunities for learning on
an individual and a collective basis. This research study focused on learners’
engagement with online discussion and their perceptions of how engaging in online discussion impacts on learning. This paper revisits learning through online
discussion and proposes a framework, which emerges from the analysis of learners’ experiences. A grounded theory approach was used in the collection and analysis of six learner case studies within a higher education setting, exploring learners’ interactions in online discussion, and their perceptions of learning through online discussion. Insights into the learners’ interactions were provided by the learners themselves through semi-structured interviews. The grounded approach to the analysis of the interviews enabled the learners’ voices to be heard in terms of what they thought about learning through online discussion. The insight enabled through the depth of description from the learners and the examination of the online interactions led to the development of a framework for learning through online discussion. The framework raises the importance of articulation as a key process in learning whilst highlighting the opportunities for collaborative informed thinking by engaging with the ideas of others. The focus given to the learning process through the framework will be of interest to tutors and learners who use online asynchronous discussion environments for learning.
Original languageEnglish
Title of host publicationALT-C 2011 Conference Proceedings
PublisherAssociation of Learning Technology
Pages29-42
Number of pages14
ISBN (Electronic)978-91-977071-5-2
ISBN (Print)978-91-977071-4-5
Publication statusPublished - Sep 2011

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interaction
learning
tutor
interview
grounded theory
learning process
examination
education
experience

Keywords

  • computer mediated communication
  • learners’ experiences

Cite this

Bain, Y. C. (2011). Learning through online discussion: a framework evidenced in learners' interactions. In ALT-C 2011 Conference Proceedings (pp. 29-42). Association of Learning Technology.

Learning through online discussion : a framework evidenced in learners' interactions. / Bain, Yvonne Catherine.

ALT-C 2011 Conference Proceedings. Association of Learning Technology, 2011. p. 29-42.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Bain, YC 2011, Learning through online discussion: a framework evidenced in learners' interactions. in ALT-C 2011 Conference Proceedings. Association of Learning Technology, pp. 29-42.
Bain YC. Learning through online discussion: a framework evidenced in learners' interactions. In ALT-C 2011 Conference Proceedings. Association of Learning Technology. 2011. p. 29-42
Bain, Yvonne Catherine. / Learning through online discussion : a framework evidenced in learners' interactions. ALT-C 2011 Conference Proceedings. Association of Learning Technology, 2011. pp. 29-42
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