Asynchronous Online Discussions in 100% Higher Education Settings: A Review of the Literature 2005–2018

• In Event: 43.078 - MTCC Roundtable Session 16
  In Roundtable Session: 43.078-11 - Learning Online: Social Cognitive Theory, Students' Engagement, MOOCs, and Asynchronous Online Discussions

Abstract

This synthesis examined empirical research conducted between 2005 and July 2018 regarding asynchronous online discussions (AODs) in 100% online higher education settings. The overarching research question was: “What does research tell us about asynchronous online discussions in higher education settings?” Findings indicated that the studies selected for analyses primarily concentrated on: 1) factors that affect the quality of and participation in AOD, 2) the types of questions posed and thinking fostered in AODs, 3) the effects of AODs on students, particularly on their learning and building a learning community, and 4) the types of strategies utilized in AODs. This synthesis shows that researchers should ensure their studies include clear definitions and explanations of their study’s methodology, context, and technology used.

Author

• Natalie B. Milman, The George Washington University