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Cited by 126Online and Blended LearningEnglish Language Learning and TeachingTechnology-Enhanced Education Studies

ASYNCHRONOUS DISCUSSION GROUPS IN TEACHER TRAINING CLASSES: PERCEPTIONS OF NATIVE AND NON-NATIVE STUDENTS

Open access
Biesenbach-Lucas, Sigrun·2003·Online Learning
DOI 10.24059/olj.v7i3.1843
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Abstract

This paper discusses students’ perceptions of an asynchronous electronic discussion assignment implemented shortly after the technology had been introduced to the university. In addition to the weekly face-to-face class meetings, students in two graduate level teacher training courses were assigned to small groups for an entire semester and made weekly contributions to their group’s course web discussion forum in which they discussed course content. Students were to make explicit references to course readings and postings by their group members. The instructor evaluated students' postings on a weekly basis. At the end of the course, students completed a survey assessing their satisfaction and asking for their suggestions for modification of the particular assignment type and format. For all students, the extension of course-related discussions outside the regular face-to-face class meetings offered benefits in the form of greater social interaction with other class members; for the non-native speakers among the students, the asynchronous discussions facilitated assimilation of course content, but it was not perceived as providing additional language practice. For all students, the two main issues perceived as negative related to their perceptions of forced, unnatural interaction promoted by the asynchronous discussions and lack of topic prompts, the requirement to make connections to prior postings, and the frequency of required contributions to discussions. Possible reasons for students’ perceptions are explored and suggestions for further research are provided.

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  • Biesenbach-Lucas (2003) found that online discussions especially provided non-American students with spaces to explore issues at their own pace and examine topics from various angles until they understood material not presented in their native language.

    “These discussions were especially found to provide non-American students with spaces where they could 'explore issues at their own pace, examine topics from various angles until they felt they had reached an understanding of material not presented in their native language' (p. 31).”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Biesenbach-Lucas, 2003

    The section “Students’ Perceptions of Academic Benefits of Discussion Groups” contains the quoted account of exploring issues at one’s own pace and from various angles to understand material not presented in one’s native language. It describes non-native speakers, however, not non-American students; those populations are not equivalent. The supplied passage does not give a page number. (LLM, conf=0.87)

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  • Biesenbach-Lucas (2003) found that both American and non-American students perceived online discussions to be beneficial for social interaction and learning.

    “The results revealed that both groups perceived online discussions to be beneficial for social interaction and learning.”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Biesenbach-Lucas, 2003

    The Discussion reports that all students assessed the social and academic benefits of the discussion boards positively. The Social Benefits and Academic Benefits sections likewise report benefits for both groups, but the paper defines those groups as native and non-native English speakers, not American and non-American students. (LLM, conf=0.82)

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  • Students from Confucius culture accept the idea of collaboration-based group learning because this type of learning activity helps build an online community among peers, develops a locus of mutual support, and offers opportunities to examine topics from various angles.

    “Biesenbach-Lucas (2003), Ku and Lohr (2003), and Wang (2007), for example, indicate that students from Confucius culture accept the idea of collaboration-based group learning because this type of learning activities help build online community among peers, develop a locus of mutual support, and offer opportunities to examine topics from various angles.”

    From Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context (2016) · cites this paper as Biesenbach-Lucas (2003)

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  • Biesenbach-Lucas (2003) found that both groups' posts did not include the kind of reflection that showed critical evaluation and synthesis of information.

    “and their posts 'did not include the kind of reflection that showed critical evaluation and synthesis of information' (p.33).”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Biesenbach-Lucas, 2003

  • Biesenbach-Lucas (2003) found that both American and non-American students avoided expressing disagreement with others.

    “An interesting finding that emerged from this study was that both American and non-American students avoided expressing disagreement with others”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Biesenbach-Lucas, 2003

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Cites

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1 of the 63 references couldn’t be matched to a known paper.

Research works printed but not linked: 6

  1. Shapley, P., On-Line Education to Develop Complex Reasoning Skills on Organic Chemistry. Journal of Asynchronous Learning Networks, 4 (2), 2000.
  2. Weasenforth, D., Meloni, C., and Biesenbach-Lucas, S., Impact of Asynchronous Electronic Discussions on Native and Non-Native Students' Critical Thinking. In Proceedings of Learning on Line 2000: Reassessing the Virtual University. Roanoke, VA: Virginia Tech, 2000. http://www2.cddc.vt.edu/lol2/papers/Beisenbach.pdf .
  3. Anderson, T., Rourke, L., Garrison, D.R., and Archer, W., Assessing Teacher Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5 (2): 1-17, 2001.
  4. Beaudin, B.P., Keeping Online Asynchronous Discussion on Topic. Journal of Asynchronous Learning Networks, 3 (2): 41-53, 1999. http://www.sloan-c.org/publications/jaln/v3n2/v3n2_beaudin.asp
  5. Aiken, M.W., Advantages of Group Decision Support Systems. Interpersonal Computing & Technology, 1 (3), 1993. http://www.helsinki.fi/science/optek/1993/n3/aiken.txt .
  6. Barreau, D., Eslinger, D., McGoff, K., and Tonnesen, C., Group Collaboration in the Virtual Classroom: An Evaluation of Collaborative Learning in the Virtual Classroom of CMSC 828S and the Technology That Supports It. Journal of Virtual Experience, 1993. http://www.hitl.washington.edu/research/knowledge_base/virtual-worlds/JOVE/index.html.

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Authors
Biesenbach-Lucas, S.
Affiliations
American University (US)
Corresponding author
Biesenbach-Lucas, Sigrun
Venue
Online Learning
Publisher
The Online Learning Consortium
Published
2003-09-01
Volume
7
Issue
3
ISSN
  • 1092-8235 (ISSN-L)
  • 2472-5730
  • 2472-5749
DOI
10.24059/olj.v7i3.1843
OpenAlex
W2187478869
Cited by
126
References
63
Citations by year
2026: 2 · 2025: 2 · 2024: 5 · 2023: 7 · 2022: 3 · 2021: 6 · 2020: 6 · 2019: 6 · 2018: 7 · 2017: 5 · 2016: 5 · 2015: 2 · 2014: 6 · 2013: 4 · 2012: 9
FWCI
19.48
Type
journal article
Language
en
Open access
Licence
Locations
  • Online Learning (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
asynchronous discussion, online forums, teacher professional development, student perceptions, social interaction, language practices, graduate education, student satisfaction

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