Asynchronous Discussions in Online Training Environments and Their Effect on Trainees' Performance
Abstract
This descriptive study explores interaction patterns in an asynchronous e-learning environment and their impact on trainee performance, using the Community of Inquiry framework as the theoretical basis. The study was conducted with a sample of 64 male and female teachers undergoing training in new teacher preparation programs at the Specialised Institute for Professional Training of Teachers in the Sultanate of Oman (SIPTT). We collected trainee contributions from Microsoft Teams discussion forums and analysed them using the Community of Inquiry coding scheme to explore patterns of social and cognitive presence. The coded data was also used to examine the relationship between presence patterns and trainee performance. The findings reveal that, among the categories of social presence, expression of emotion was the most frequent, followed by open communication. The integration phase coded the majority of trainee interactions in terms of cognitive presence. Additionally, the results indicate that social presence categories account for 25% of the variance in trainee performance, and cognitive presence phases explain 39% of the variance in trainee performance. These findings provide valuable insights into designing and organising asynchronous training courses to enhance trainee performance.
References
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Joksimović, S., Gašević, D., Kovanović, V., Riecke, B. E., & Hatala, M. (2015). Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning, 31(6), 638–654.
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Li, X., & Yu, Y. (2020). Characteristics of asynchronous online discussions in a graduate course: An exploratory study. Information and Learning Sciences, 121(7/8), 599–609.
Lin, P.-C., Hou, H.-T., Wang, S.-M., & Chang, K.-E. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110–121.
Moore, M. G. (1989). Three types of interaction.
Nilsen, A. G., & Engevik, L. I. (2023). Engaging StudentTeachers in Academic Reading and Reflection Using Social Video- Sharing. NORDIC JOURNAL OF DIGITAL LITERACY, 18(1891-943X), 116–127. https://doi.org/10.18261/njdl.18.2.4
Oh, E. G., Huang, W.-H. D., Hedayati Mehdiabadi, A., & Ju, B. (2018). Facilitating critical thinking in asynchronous online discussion: comparison between peer-and instructor-redirection. Journal of Computing in Higher Education, 30, 489–509.
Phirangee, K., & Malec, A. (2020). Othering in online learning: An examination of social presence, identity, and sense of community. In Social Presence and Identity in Online Learning (pp. 24–36). Routledge.
Schrire, S. (2006). Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. Computers & Education, 46(1), 49–70.
Shea, P., Hayes, S., Vickers, J., Gozza-Cohen, M., Uzuner, S., Mehta, R., Valchova, A., & Rangan, P. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. The Internet and Higher Education, 13(1–2), 10–21.
Vaughan, N., & Garrison, D. R. (2005). Creating cognitive presence in a blended faculty development community. The Internet and Higher Education, 8(1), 1–12.
Wu, S.-Y., & Hou, H.-T. (2014). Exploring the process of planning and implementation phases in an online project-based discussion activity integrating a collaborative concept-mapping tool. The Asia-Pacific Education Researcher, 23, 135–141.
Wu, S.-Y., Hou, H.-T., Hwang, W.-Y., & Liu, E. Z.-F. (2013). Analysis of learning behavior in problem-solving-based and project-based discussion activities within the seamless online learning integrated discussion (SOLID) system. Journal of Educational Computing Research, 49(1), 61–82.
Yang, H., Kim, J., Kelly, S., & Merrill, K. (2022). Learning in the Online Classroom: Exploring the Unique Influence of Social Presence Dimensions. Communication Studies, 73(3), 245–262. https://doi.org/10.1080/10510974.2022.2074491
Yildirim, Z., & Kilis, S. (2019). Posting patterns of students’ social presence, cognitive presence, and teaching presence in online learning. Online Learning Journal, 23(2), 179–195. https://doi.org/10.24059/olj.v23i2.1460
Al Mamun, M. A., & Lawrie, G. (2023). Cognitive presence in learner–content interaction process: The role of scaffolding in online self-regulated learning environments. In Journal of Computers in Education (Issue 0123456789). Springer Berlin Heidelberg. https://doi.org/10.1007/s40692-023-00279-7
Almasi, M., & Zhu, C. (2020). Investigating students’ perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach. Electronic Journal of E-Learning, 18(4), 324–336. https://doi.org/10.34190/EJEL.20.18.4.005
Andersen, J. C. (2013). Learner satisfaction in online learning: An analysis of the perceived impact of learner-social media and learner-instructor interaction. East Tennessee State University.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives: complete edition. Addison Wesley Longman, Inc.
Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18–35.
Galikyan, I., & Admiraal, W. (2019). Students’ engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2019.100692
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. International Journal of Phytoremediation, 21(1), 7–23. https://doi.org/10.1080/08923640109527071
Garrison, D. R., & Arbaugh, J. Ben. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172.
Garrison, R. (2009). CoI Framework. https://coi.athabascau.ca/coi-model/
Garrison, R. (2017). A community of Inquiry Framework for Research and Practice. (Third). Taylor & Francis.
Garrison, R., Terry, A., & Walter, A. (2000). Critical Inquiry in a Text-Based Environment. Computer Conferencing in Higher Education, 16(1), 6–12. https://doi.org/10.1016/j.sbspro.2011.12.092
Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397–431.
Guo, P., Saab, N., Wu, L., & Admiraal, W. (2021). The Community of Inquiry perspective on students’ social presence, cognitive presence, and academic performance in online project-based learning. Journal of Computer Assisted Learning, 37(5), 1479–1493. https://doi.org/10.1111/jcal.12586
Harrison, C. (2021). Student Perceptions of Community of Inquiry in Blended Developmental Courses During the COVID-19 Pandemic. https://doi.org/10.1111/j.1467-8616.2008.00521.x Malik,
Heo, H., Lim, K. Y., & Kim, Y. (2010). Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning. Computers & Education, 55(3), 1383–1392.
Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading. MA: Addison-Wesley (Content Analysis).
Jo, I., Park, Y., & Lee, H. (2017). Three interaction patterns on asynchronous online discussion behaviours: A methodological comparison. Journal of Computer Assisted Learning, 33(2), 106–122.
Joksimović, S., Gašević, D., Kovanović, V., Riecke, B. E., & Hatala, M. (2015). Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning, 31(6), 638–654.
Kilis, S., & Yildirim, Z. (2019). Posting Patterns of Students ’ Social Presence , Cognitive Presence , and Teaching Presence in Online Learning. June. https://doi.org/10.24059/olj.v23i2.1460
Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. The Internet and Higher Education, 13(4), 284–291.
Kucuk, S., & Richardson, J. C. (2019). A Structural Equation Model of Predictors of Online Learners’ Engagement and Satisfaction. Online Learning, 23(2), 196–216.
Li, L. (2022). Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community. Frontiers in Psychology, 13, 950687.
Li, X., & Yu, Y. (2020). Characteristics of asynchronous online discussions in a graduate course: An exploratory study. Information and Learning Sciences, 121(7/8), 599–609.
Lin, P.-C., Hou, H.-T., Wang, S.-M., & Chang, K.-E. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110–121.
Moore, M. G. (1989). Three types of interaction.
Nilsen, A. G., & Engevik, L. I. (2023). Engaging StudentTeachers in Academic Reading and Reflection Using Social Video- Sharing. NORDIC JOURNAL OF DIGITAL LITERACY, 18(1891-943X), 116–127. https://doi.org/10.18261/njdl.18.2.4
Oh, E. G., Huang, W.-H. D., Hedayati Mehdiabadi, A., & Ju, B. (2018). Facilitating critical thinking in asynchronous online discussion: comparison between peer-and instructor-redirection. Journal of Computing in Higher Education, 30, 489–509.
Phirangee, K., & Malec, A. (2020). Othering in online learning: An examination of social presence, identity, and sense of community. In Social Presence and Identity in Online Learning (pp. 24–36). Routledge.
Schrire, S. (2006). Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. Computers & Education, 46(1), 49–70.
Shea, P., Hayes, S., Vickers, J., Gozza-Cohen, M., Uzuner, S., Mehta, R., Valchova, A., & Rangan, P. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. The Internet and Higher Education, 13(1–2), 10–21.
Vaughan, N., & Garrison, D. R. (2005). Creating cognitive presence in a blended faculty development community. The Internet and Higher Education, 8(1), 1–12.
Wu, S.-Y., & Hou, H.-T. (2014). Exploring the process of planning and implementation phases in an online project-based discussion activity integrating a collaborative concept-mapping tool. The Asia-Pacific Education Researcher, 23, 135–141.
Wu, S.-Y., Hou, H.-T., Hwang, W.-Y., & Liu, E. Z.-F. (2013). Analysis of learning behavior in problem-solving-based and project-based discussion activities within the seamless online learning integrated discussion (SOLID) system. Journal of Educational Computing Research, 49(1), 61–82.
Yang, H., Kim, J., Kelly, S., & Merrill, K. (2022). Learning in the Online Classroom: Exploring the Unique Influence of Social Presence Dimensions. Communication Studies, 73(3), 245–262. https://doi.org/10.1080/10510974.2022.2074491
Yildirim, Z., & Kilis, S. (2019). Posting patterns of students’ social presence, cognitive presence, and teaching presence in online learning. Online Learning Journal, 23(2), 179–195. https://doi.org/10.24059/olj.v23i2.1460
Published
2024-07-31
How to Cite
SUBAA ALSAADI, Wadhha Abdullah; WAN YAHAYA, Wan Ahmad Jaafar.
Asynchronous Discussions in Online Training Environments and Their Effect on Trainees' Performance.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 2, p. 491-504, july 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/27239>. Date accessed: 19 sep. 2024.
Section
English Section
