|
Article Excerpt
This article presents a five-tiered taxonomy that describes the nature of participation in, and learning through, asynchronous discussion. The taxonomy is framed by a constructivist view of asynchronous discussion. The five tiers of the taxonomy include the following: (a) passive participation, (b) developmental participation, (c) generative participation, (d) dialogical participation, and (e) metacognitive participation. This article concludes with implications for pedagogy and suggestions for the direction of future theoretical and empirical research.
**********
As Internet-based teaching and learning have proliferated, researchers, theoreticians, and pedagogues have recognized that an educationally-viable environment requires students to interact with content, and with each other. This realization has lead to the widespread use of asynchronous discussion conducted through e-mail listservs and web-based bulletin boards. Anecdotal evidence and empirical research offer insights about both the benefits and the problems associated with asynchronous discussion (cf., Brown, 1997; Merryfield, 2001; Pena-Shaff, Martin, & Gay, 2001). Also, instructional theory can help instructors at all levels aim for the benefits and avoid some of the problems (cf., Goodyear, Salmon, Spector, Steeples, & Tickner, 2001; Knowlton, Knowlton, & Davis, 2000; Miller & Miller, 1999; Moller, 1998; Palloff & Pratt, 1999; Prestera & Moller, 2001). But, this body of literature does not fully consider the educational possibilities of asynchronous discussion. Missing from the literature is a description of learning that may come from asynchronous discussion.
This article puts forth a taxonomy that describes possible types of learning through asynchronous discussion. Both social cognitivism and constructivism are theoretical frameworks that might support asynchronous discussion; but because the online classroom has been heralded as an environment conducive to promoting a type of student-centered learning (Knowlton, 2000) that allows knowledge construction among students (Jonassen, Davidson, Collins, Campbell, & Haag, 1995), this taxonomy is based in a constructivist view of asynchronous discussion. This constructivist frame is appropriate because, in spite of the fact that most theoretical literature about asynchronous discussion focuses on prescriptions of how instructors should structure and facilitate an asynchronous discussion, constructivism emphasizes descriptions of how learning occurs. A descriptive analysis is consistent with the purpose of this taxonomy. In fact, a description of learning through asynchronous discussion must precede sound prescriptions of instruction. Perhaps putting such descriptions ahead of prescriptions would provide insights into unclear definitions and vague explanations of designing toward prescriptions. For example, as Bannan-Ritland (2002) pointed out, terms associated with prescription are often not defined carefully. After this taxonomy is explicated, implications for both research and pedagogy are offered.
A LEARNING TAXONOMY FOR ASYNCHRONOUS DISCUSSION
The taxonomy presented here provides a descriptive foundation for different levels of participation within asynchronous discussion and grounds those levels within learning theory. The goal of this taxonomy is not solely to report connections that are already evident through research; rather, the goal is to create the structure for a new framework that might be useful in describing learning within an asynchronous discussion context. Offered within each level of the taxonomy are discussion participants' likely perceptions of three central tenets of constructivism: (a) the educational utility of the environment, (b) collaboration, and (c) knowledge construction. Focusing on these three tenets as the macrostructure of each level begins a bridging of the gap between the asynchronous environment itself and the types of knowledge construction valued by constructivists. The microstructure of each level is grounded in relevant literature. This taxonomy is summarized in Table 1.
Passive Participation
Weedman (1999) has noted that some participants take a passive approach toward asynchronous discussion. Passive participants--"lurkers" to use the web-based vernacular--read contributions to the discussion, but they do not participate. Because of their passivity, research tells us very little about the passive participant's behavior within asynchronous discussion. In general, though, passive participants view themselves as having no role in shaping the discussion environment. They also may not see the educational value of collaboration. They probably view knowledge as something that is transmitted to them, not as a dynamic entity that they can construct for themselves. Each of these assertions will be discussed in turn.
Views of the environment. Graham and Scarborough (1999) noted that lurkers "are not regarded as part of the environment" (p. 21). More importantly than dismissing them as irrelevant, a learning theory should attempt to explain the reasons for their passivity: One reason for passivity may be a participant's lack of understanding of the asynchronous environment. Participants sometimes, for example, may not know the mechanics of posting a message to a discussion. Hara and Kling (2000) noted that technical problems can cause a high level of distress among asynchronous discussion participants. In several online courses that I have taught, passive participants have confessed that they took the course to improve their own computer competence. This goal of improving one's computer competence suggests that some passive participants often view the use of computer technology as an end in itself; they have not considered the role of the asynchronous discussion environment in meeting content-based course goals.
Passive participation should not, however, automatically be associated with a lack of understanding about the mechanics of asynchronous discussion environments. Instead, perhaps passive participants are engaged in what Lave and Wenger (1991) referred to as "legitimate peripheral participation." Passive participants may remain on the periphery of asynchronous discussion because they are trying to understand confusing guidelines from the course instructor or ambiguous contributions from classmates. Ambiguous discussions are an element of the asynchronous discussion environment identified by Hara and Kling (2000) and Essex and Cagiltay (2001) as a potential source of distress for participants. Participants' passivity may also be purposeful for cultural reasons. Perhaps passive participants remain on the periphery because they are trying to learn the language of the discourse community and find an entry point into the discussion.
A participant's thinking style (or perceived thinking style) also may influence the need for legitimate peripheral participation. In considering distance learners, Liu and Ginther (1999) have noted that some learners may be analytic thinkers, while others may think visually. Visual thinkers might be more hindered in an asynchronous discussion environment because the primary mode of communication is text, which lends itself to more analytic types of thinking. Perhaps the concept of multiple intelligence (Gardner & Hatch, 1989) comes into play here as well. Some of Gardner's intelligences suggest the value of an asynchronous discussion, but other intelligences appear to mitigate against that value.
Views of collaboration. Passive participants in asynchronous discussion either do not value, or do not understand how to engage in, collaborative processes. As noted in the previous section, their lack of understanding of the mechanics of contributing to a discussion might hinder their efforts to collaborate, but other factors may contribute to a lack of collaboration as well. Consider, for example, that participants' past collaborations in educational settings probably involved face-to-face interaction. Seeing and hearing each other served as a reminder that the educational process is social and collaborative (Knowlton, 2000). Even when the instructor dominates a face-to-face course, audible and visual interactions humanize the learning environment. In asynchronous discussion, though, participants do not have these sensory interactions; as a result, participants sometimes feel anonymous and dehumanized. Furthermore, because gestures, facial expressions, and other physical elements can "contribute subtle (and sometimes not so subtle) meanings or attitudes" (Weiss, 2000, p. 48), the lack of visual and audible cues can, in fact, impede communication, and thus hinder the potential for learning. Feeling dehumanized and experiencing the inability to effectively communicate may lead to embarrassment. Embarrassment may cause some passive participants to withdraw from interacting with others. Their social self-efficacy (see Bandura, 1986) is damaged. Therefore, opportunities to collaborate are hindered. Hara and Kling (2000) noted that a lack of community with classmates and a lack of collaboration with instructors can heighten participants' distress.
Low self-efficacy is not the only viable explanation for a passive participant's view of collaboration. In many educational settings, interaction and collaboration are not valued. Students in these settings are expected to collaborate only with the instructor who serves as the "giver of knowledge." Even here, the word "collaboration" is not accurate. Students in these settings are not collaborating with instructors; they are mirroring the instructor's knowledge. On the rare occasion when an instructor in these settings does initiate a stronger interaction, the instructor still usually tightly controls that interaction. Because of the experiences of participants in teacher-centered classrooms, a new environment where participants are responsible for initiating interaction with classmates may be foreign and overwhelming. Participants are accustomed to the teacher-centered view of education; they do...
|
