Situational Motivation for Active and Passive Participation in Asynchronous Online Discussions: A Multiple Case Study in an Online History Class in Higher Education

• In Event: Online Learning Experiences

Abstract

This multiple case study aimed to explore students' situational motivation for active and passive participation in asynchronous online discussions. The study conducted interviews with four college students enrolled in an online 'History' course to gain insights into their motivation for active engagement in online discussions, focusing on how the discussion design and instructor facilitation influenced their level of participation. The findings revealed that active engagement in discussions was linked to the quality of the posts rather than their quantity, and students' active reading behaviors also indicated their level of engagement. Students generally participate in discussions to earn credits, but the well-designed discussions and effective instructor facilitation foster feelings of autonomy and competence, leading to increased situational motivation for quality participation.

Authors

• Hajeen Choi, Bowling Green State University

• Vanessa Dennen, Florida State University