How Do Students Participate in Synchronous and Asynchronous Online Discussions?

Abstract

The purpose of the study was to investigate how graduate students ( n = 14) participated in on-line discussions over a two-week period to determine the utility of synchronous and asynchronous modes of discussion. The types and amounts of communication statements that participants made in chats and threaded discussions were analyzed using a coding scheme developed by the researchers. Students were randomly assigned to either a small group chat or threaded discussion during one week. In the second week, the groups switched discussion modes and another topic question was provided. The researchers coded the transcribed discussions to determine whether the students' participation was substantive (directly related to the topic) or non-substantive (not directly related to the content) in nature. Results indicated that overall students' discussions included nine types of substantive and non-substantive comments. However, the participants when in the chat showed greater numbers of responding and reacting statements (substantive types) in both weeks than when participating in the threaded discussions. The majority-female group tended to make more comments overall in both types of discussion than did the majority-male group. Student surveys asking for their opinions about these modes of discussion were administered at various points in the semester. Some students found it difficult to follow the dialogue in the chat, but overall enjoyed this type of interaction. The students also enjoyed the threaded discussion for its convenience factor. The computer and on-line skills improved based on the student surveys. The results of the study indicate that both types of discussion are liked and should be considered viable options in on-line learning communities.