Empowering Emerging Online Learners: No More “Boring” Discussion “Boreds”—The Experiences of Teacher Candidates

• In Event: Online Discussion and Interaction

Abstract

This study focused on improving online learning outcomes for a specific group of emerging online learners: undergraduate students, who are also teacher candidates, enrolled in a combination of online and on-site courses. Through the lenses of social presence and the expectancy-value theory of motivation, the online discussion experiences of teacher candidates (n=85) were explored. The results indicate that both asynchronous (discussion boards) and synchronous (learning communities) discussions foster similar levels of social presence. However, students valued synchronous discussions more for peer connections and learning support. Yet, the benefits of asynchronous discussions also emerged. The study suggests a blended approach to online discussion design, incorporating both asynchronous and synchronous elements.

Author

• Staci Gilpin, University of North Dakota