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Week 1: Asynchronous discussion in online forums

The case studies we have been asked to consider and discuss in the forums this week have drawn out some interesting points surrounding the potential pitfalls and benefits of asynchronous communication through online discussion forums.

I prefer to start with some of the possible downsides before turning to look at the matter in a rosier light. First of all, the nature of online discussion forums, namely the invisibility they allow, may increase the likelihood of non-participation by certain group members who choose to ‘lurk’ on the periphery. Secondly, the process of composing and responding to forum posts could prove more time-consuming than more instant and fast-paced verbal communication. Other possible problems could arise as a result of the delayed response by the interlocutor, such as a perceived disruption to the flow of discussion causing participants to lose the thread, or a misinterpretation of the silence following a conflict of opinion, imbuing it with some kind of negative significance. A further disadvantage may be experienced by those group members who consider themselves more articulate in oral communication. Finally, and perhaps most insurmountably, this written form of discussion lacks the paralinguistic component of spoken communication which contributes so much to the process of conveying and interpreting meaning.

Contrary to the above, while the use of online discussion forums may potentially discourage some people from participating, they may at the same time encourage greater participation by group members who in face-to-face situations are liable to shyness or reticence. The asynchronous discussions which take place in a forum are likely to be more focussed and ideas-rich than spontaneous, synchronous communication, and may therefore make more efficient and productive use of time by minimising digressions and distractions. Additionally, the time lapse between contributions to a forum allows participants thinking time which may be necessary to formulate a relevant response which accurately reflects what they wish to express.

On balance then, it may appear that asynchronous discussion has more limitations than advantages, but based on our discussion of the case studies this week there are certainly a variety of ways in which these limitations can be addressed and the potential benefits can be harnessed. To start with, in an online course as in a face-to-face scenario, the intervention of the tutor is key in steering and moderating group discussion, as well as communicating on an individual basis with group members where necessary (via email, chat or private blog) to address any problems that have arisen during the discussions. In order to help students to manage their time and integrate smoothly into the group, guidelines could be provided or discussion conducted in the introductory stages of a course on the issue of expected length, number and frequency of forum posts as well as reasonable response time between posts. That said, I think that overly prescriptive guidelines should be resisted as these may have the counterproductive effect of stifling the free expression of ideas.

Ultimately, a well-designed online course should present participants with a variety of stimulating forum discussion tasks which generate different types of responses and appeal to different communication styles and preferences. It should utilise a range of digital tools and platforms (including discussion forums, video conferencing, audio and video recording, live text chat) which facilitate multimodal, meaning-rich, emoji-bejewelled (?!) communication, both synchronous and asynchronous. It should aim to entice participants out of their comfort zone and into their zone of proximal development (?) whilst allowing them to play on their strengths.

 

2 replies to “Week 1: Asynchronous discussion in online forums”

  1. Michael Gallagher says:

    Just testing to see if these comments are being logged.

  2. Michael Gallagher says:

    Hello there Jemima,

    It seems to be working now. This is a condensed version of what I had written earlier but they will be at full length going forward. You are off to a good start here on the asynchronous vs synchronous distinctions. There is a balance to be had in course design certainly (as you discuss) and also they provide an opportunity to think about time itself in digital education, how the types of time being expressed partially structure the learning taking place. As you say, the lengthy gaps between posts allows for a contemplative, reflexive sense of time while a synchronous activity lends itself, naturally, to a staccato style dialogue. Both foreground and background particular traits and methods for engagement; both carry with them particular power arrangements and speak to inclusion in their own way.

    “It should aim to entice participants out of their comfort zone and into their zone of proximal development (?) whilst allowing them to play on their strengths.” Entice is a good way to put this as we aren’t forcing them (although we prod them) but rather inviting them to this rich, aesthetically pleasing landscape of symmetry and asymmetry guided, encouraged, prodded, and hastened by an instructional presence in a good representation of Vygotsky’s zone of proximal development. Good start so far, Jemima. I look forward to reading more.

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