Drivers and Passengers in an Online Discussion: Students' Varied Responses to a Teacher's Autonomy-Supportive Moves

• In Event: AERA Poster Session 10
  In Poster Session: Learning and Communities in Online Education

Abstract

Computer-mediated discussions (CMD) can be an autonomy-supportive classroom tool, bolstering students’ intrinsic motivation and learning processes. Yet, few CMD studies have included autonomy constructs in furthering our understanding of students’ varied experiences. Here, we investigated how 28 undergraduates enrolled in a learning-to-learn course responded when allowed to choose how and when to participate in synchronous CMD. Findings show students enacting different roles in online discussion, those of drivers, co-pilots, passengers, resisters, and shifters. Evidence for these roles came from the number and type of comments and in their perceptions of online discussion captured through surveys and daily reflections. We believe students benefit when there is an appreciation for the variety of ways in which they respond to instructional innovations.

Authors

• Allison Zengilowski, University of California - Davis

• Rachel E. Gaines, Kennesaw State University

• J. Hannah Park, The University of Texas - San Antonio

• Eboneigh Harris, Midwestern State University

• Diane L. Schallert, The University of Texas at Austin