My response to Bell and Parchoma (2010) ... This article focussed on a study of a UK-based community college. The aim of the study was to ascertain whether higher education students benefit from the use of discussion forums as a learning activity in courses. The participants in the study had never used a discussion forum in this way. They were interviewed regarding their participation, and the responses were categorised under the following areas: Grappling with participation; Familiarisation with learning in a networked learning environment; Learning a new “Text as Talk” medium; and Coping Strategies –returning to the familiar. Findings
Grappling with participation
Familiarisation with learning in a networked learning environment
Learning a new “Text as Talk” medium
Coping Strategies –returning to the familiar
My response I feel that as a learner, networked learning is certainly an activity that I choose to participate in when given the opportunity. I enjoy using it as part of a range of activities. This study struck an immediate chord with me, and raised some important points. I can see that discussion in a discussion forum could be limited by the written language proficiency of a participant, or at least, the perceived language proficiency of the participant. It is a very public forum, and statements have a permanency that the spoken does not. There is also the issue of time delays, and the frustration of waiting for a response. I’m an advocate for guidelines around Discussion Forums, such as ensuring questions are answered within a specified timeframe, establishing “peak” and “off-peak” hours, and informing participants about these guidelines before the forum begins. It seems though that the benefits of online discussion forums make it a tool that students should embrace to enhance their learning. Dominant personalities in the classroom can be neutralised to a certain extent online, as the forum inherently provides equity of access. This, along with the more considered responses given to a written response, eliminate some of the unproductive dynamics of a traditional classroom. Even when students do revert to face-to-face interaction, this can be viewed as a positive outcome of discussion board, as it recognises that this type of learning activity may not suit everyone; however, an independent learner will seek out alternative strategies that suit them better. References Bell, A., Zenios, M., & Parchoma, G. (2010). Undergraduate experiences of coping with networked learning: Difficulties now, possibilities for the future. In L. Dirckinck‐ Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), 7th International Conference on Networked Learning 2010 (pp. 904–911).
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