Hew, K.F. and Cheung, W.S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51, 1111–1124.
Research Question / Purpose:
This article tried to find out how students facilitators (facilitators) enhancing the involvement of other students (students) in asynchronous online discussion. Also, examining what kinds of facilitation techniques are feasible to attract the activeness of the online discussion.
Method:
1. 24 participants enrolled in Post Graduate Diploma course in Education are invited to be the facilitators and also students of the online discussion.
2. There are three topics for the discussion posted on week 4, 6, 9 and will last for a week on the web.
3. Participants also need to write a reflection on what and why they use those facilitation skills and skills they learnt from peers.
Data gathered and analyzed:
1. Data collected: participants’ logs and online observation of the discussion.
2. Data used: 12 threads achieved a depth of six or more levels in the discussion are being used to measure and analysis the conversational exchanges of the participants.
Results and findings:
After the analysis, seven facilitation skills are found. According to their nature, they can be divided into three phrases:
1. Introduction phase:
- Establishing ground rules (Giving guides and instructions for the discussion. Participants will have a clear mindset for what they are going to do in the discussion)
2. Engagement phase:
- Giving own opinions or experiences (Encouraging discussion by agreeing or disagreeing others or sharing their personal experience.)
- Questioning (Attracting students’ participation by asking students to clarify his or her ideas or comments or viewpoints of the topic.)
- Showing appreciation (Attracting students’ participation by making students feel that they are worthy contributor in the discussion)
3. Monitoring phase
- Suggesting new direction (Proposing a new topic or issues for the discussion to stimulate ideas)
- Summarizing (Providing short description of the main points or ideas that have been discussed)
- Personally inviting people to contribute (sending message to “quiet” students so as to encourage them participate in the discussion)
Out of these seven skills, “giving own opinions or experiences” and “questioning” are the most common and feasible skills.
Limitation and further development:
1. Examined students’ participation only by the depth of threads.
2. Further development on how facilitators affect students’ thinking should be examined.
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