The DOI matches its Crossref record; 62 of the 63 references it cites were found in a registry or an index.
ASYNCHRONOUS DISCUSSION GROUPS IN TEACHER TRAINING CLASSES: PERCEPTIONS OF NATIVE AND NON-NATIVE STUDENTS
Open accessAbstract
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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“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
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“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
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In the citing paper
“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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“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
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“An interesting finding that emerged from this study was that both American and non-American students avoided expressing disagreement with others”
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“challenging and criticizing others' ideas may not be considered culturally appropriate in some cultural groups.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Biesenbach-Lucas's (2003)
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Metadata
- 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
- 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
- diamond
- doi.org
- Locations
- Online Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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