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Affordances of Online Discussions

Use Online forums differently than face-to-face discussions. They offer different affordances and constraints,

Comparing Elements of Discussion/Forum Mediums

Elements of Mediums of Discussion
Element Face-to-face Synchronous text Synchronous video Asynchronous
Structure It is often verbally introduced, sometimes with a guiding worksheet. It can be written or verbal instructions, often with little time to reflect on and prepare for the forum. Written or verbal instructions, often with little time to reflect on and prepare for the forum. Generally written or recorded video instructions.
Size It can be whole-class or small groups, depending on physical space. It can be whole-class or small groups. It can be whole-class or small groups depending on software and bandwidth capabilities. It can be whole-class or small groups.
Immediacy It can occur immediately after introducing a topic. It can occur immediately after introducing a topic or be more flexible — scheduled by groups. It can occur immediately after introducing a topic or be more flexible — scheduled by groups. Anchored (or “focused”) forums are short-lived and task-oriented (e.g., weekly forums for questions related to activities). Threaded forums are persistent, process-oriented, long-standing spaces that let students refine complex ideas throughout a course.
Nonverbals Great nonverbal communication& possible between participants: facial expressions, posture, gestures, eye contact, touch, proximity, and voice. Very few nonverbal options beyond emojis, emoticons, and interjections It can allow good facial expression and voice nonverbals, but the camera position primarily mediates posture, gestures, eye contact, touch, and proximity. It can be similar to Synchronous Video if structured to include audio and video media. If text-based, similar to Synchronous Text.
Additional materials Due to access and time constraints, it is difficult for participants to bring additional materials. Because they have access to the internet, participants can find additional materials but will miss parts of the discussion while searching for them (humans are bad at multitasking) Because they have access to the internet, participants can find additional materials but will miss parts of the discussion while searching for them (humans are bad at multitasking). Participants have time for research/curation of additional materials between posting their contributions to the forum.
Monitor/assess Difficult to monitor multiple groups. Often, there is no record of contributions. Monitoring multiple groups in real time is hard, but records are simple to scan afterward. Difficult to monitor multiple groups. Recordings can provide a record of contributions but are time-consuming to review. Simplest to monitor.
Depth of thinking Often minimal due to lack of prep time, and time to reflect on contributions of others before needing to respond. Often, it is minimal due to a lack of prep time and time to reflect on the contributions of others before needing to respond. Often, it is minimal due to a lack of prep time and time to reflect on the contributions of others before needing to respond. Participants can develop their thoughts more deeply because they have preparation and reflection time when not actively participating.
Convenience It is generally difficult to schedule due to the need for physical proximity. It is generally difficult to schedule due to the need for synchronous availability. (Easier with smaller groups) It is generally difficult to schedule due to the need for synchronous availability. (Easier with smaller groups) It is convenient, as participation is based on one’s schedule.
Equity Least equitable: Privileges able-bodied extroverts with resources to allow open schedules and time for travel. Biased against those who cannot be physically present, introverts, and other challenges. Privileges fast typists and those with open schedules and no distractions. It privileges extroverts with good technology, high bandwidth, and open schedules. Most equitable: It lets people participate in times and places that best suit their situation.

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Citations 

  • Baker, David L. "Designing and orchestrating online discussions." MERLOT Journal of online Learning and Teaching 7, no. 3 (2011): 401-411.
  • Hamilton, E.R., Rosenberg, J.M. & Akcaoglu, M. The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends 60, 433–441 (2016). https://doi.org/10.1007/s11528-016-0091-y
  • McFerrin, Karen, and Paula Christensen. "Developing a positive asynchronous online discussion forum." In Society for Information Technology & Teacher Education International Conference, pp. 769-774. Association for the Advancement of Computing in Education (AACE), 2013.
  • Murray, Denise E. "Technologies for second language literacy." Annual review of applied linguistics 25 (2005): 188-201.



Keywords:
online discussions, forums, SAMR, humanizing discussions, differences, benefits
Doc ID:
104028
Owned by:
John M. in Instructional Resources
Created:
2020-07-15
Updated:
2024-08-23
Sites:
Center for Teaching, Learning & Mentoring