Exploring and Comparing the Discourse of Students’ Online and Face-to-Face Discussions

• In Event: Roundtable Session 95
  In Roundtable Session: Research on Integrating Technology in Preservice Teacher Education

Abstract

This mixed methods research explored and compared variations within students’ online and face-to-face discussions. Discussions were designed to build understanding of course content among pre-service students enrolled in literacy methods courses. Discussion transcripts were coded to determine how students’ language functioned within discussions. Values were ascribed to contributions based on potential for building meaning (Wells, 1999) and then analyzed quantitatively. A qualitative analysis of questionnaires examined preferences. Preliminary findings suggest the majority of students preferred a face-to-face format and that these discussions earned more total points than those online. However, findings for the English language learners contrasted with the general population indicating that varying needs among students may call for instructors to provide flexibility in discussion formats to accommodate subgroups.

Authors

• Sally Frances Heineke, Sam Houston State University

• Joan A. Williams, Sam Houston State University

• Chad Allen Rose, University of Missouri - Columbia