Confronting the Pedagogical Challenges of Online Asynchronous Discussion Groups
This paper argues that online asynchronous discussion groups suffer from inherent pedagogical limitations, in spite of their abilities to provide sites for content focussed discussion and support for students. Discussion groups cannot overcome their structural limitations in constructing question and answer trees because they create end of learning cycle outputs rather than facilitating learning processes. In distance education, online discussion groups also suffer a further pedagogical weakness in constructing student-teacher discussions as semi-public discussions. Their mediated environment contributes implicit 'veils of uncertainty' that limit the meaningful connectedness between learners and teachers that is required for deep learning. Developing an awareness of these problems can assist teachers and designers in identifying adjunct supports to student learning.
Keywords: Pedagogy, Learning Processes, Learning Cycle, Discussion Groups
Dr. Beth Edmondson
Lecturer, History/Politics |
I have utilised a variety of online learning options in working with off campus students in my own subjects and previously coordinated a major university initiative in designing and developing interactive e-learning materials in a diverse range of Arts disciplines, including Chinese and Japanese languages and content based social science subjects.
I remain interested in the importance of design, opportunities for flexible active student centred learning and pedagogical application in elearning.
Ref: LS7P0106