Analysis of Student Participation Patterns in Asynchronous Online Course Discussions

1. Analysis of Student Participation Patterns in Asynchronous Online Course Discussions John Thompson, Ph.D. Buffalo State College

2. Introduction • Graduate courses 2001-2005 • Data drawn from actual student participation statistics • Study found patterns of student participation: • distribution of postings among multiple discussions • when postings were submitted each day • on which day of the week entries were posted • student appreciation of discussions’ value

3. Why Important? • Getting students to continue to participate at appropriate levels throughout the entire course is important because “in a learning situation the primary goal of any discussion is to promote thinking” (Peters, n.d., ¶ 6).

4. OnlineLearning.net • http://www.onlinelearning.net/

5. eCollege Discussion

6. Courses • Mainstreaming: Teaching Individuals with Special Needs in the Regular Classroom • Computers for Educators Level I • Requirements for Professional Clear Credential in California

7. Participation Patterns – Social Board • Topics not related to assigned discussions - general comments and questions • Postings do not count toward weekly participation requirements • Few postings in most courses

8. Mandates • Students have tended to respond to participation “mandates” better than voluntary or suggested participation • Implication? – Mandate participation. Assign points.

9. Remember…That Which Gets Measured Gets Done

10. Multiple Discussions • Given four discussions - with all things being equal - there were often more discussion postings in the first discussion than in the last listed discussion • Implication? – Put more important discussions at the beginning or the top of a list of discussions so they get more attention and more postings

11. Time of Day • Do a lot of their online discussion postings at work, but… • Most cited time to do coursework was 8-9pm, with 9-10pm being second most cited timeslot

12. Day of Week • Disproportionate number of student postings in the last day or two of the week • When a course week started on a Wednesday, 44.58% of the weekly postings occurred on Monday and Tuesday (week ended on Tuesday) • When a course week started on a Friday, 44.45% of the postings happened on Wednesday and Thursday (with the week ending on Thursday)

13. Day of Week • Little activity in the first few days of the week • students taking a breather from all their postings in the last few days of the just concluded week and/or • students wanted to read textbook before doing the discussions

14. Student Quotes on Discussions • “I agree that we learn so much more through our discussions than through projects and research reports. It is very insightful to read what others are learning and to use suggestions and ideas from others in our own teaching experience.” • “I really really like the opportunity to discuss the different viewpoints and opinions! It's great to see what other teachers are doing in their classroom and what works best. It is also confidence building when you see that other people have similar game plans as you.” • “The discussions have been great. The sheer volume was overwhelming at first, but I would say that it is much better than the alternatives. I am taking another online class that involves two projects. I’ve gotten more out of our discussions than my other projects.”

15. Student View of Online Learning • When asked in the two course evaluations to compare their online learning experience to a traditional classroom, 60.45% of the student respondents indicated “better than usual” (i.e., traditional classroom) while 28.75% saw no difference • 91.64% indicated they would take another online course from University of San Diego • Allen and Seaman (2003, 2004) found students are at least as satisfied with their online courses as with their F2F courses

16. Variable • Impact of instructor postings on the distribution of student postings • Goldilocks Effect – “just right”

17. Summary • Student participation patterns in asynchronous online learning graduate courses (2001-2005) • Distinct patterns of student participation in discussions in several areas • distribution of postings among multiple discussions • when postings were submitted each day • on which day of the week (relative to the start and end of a given week of class) entries were posted • in student overall appreciation of the value of the discussions • Distance learning instructors should take the participation patterns into account to adjust courses to maximize their students’ participation

18. References • Allen, I. E., & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online education in the United States, 2002–2003. Needham, MA: Sloan Center for Online Education. Retrieved on October 5, 2006, from http://www.sloan-c.org/publications/survey/pdf/sizing_opportunity.pdf • Allen, I. E., & Seaman, J. (2004). Entering the mainstream: The quality and extent of online education in the United States, 2003 and 2004. The Sloan Consortium. Retrieved October 5, 2006, from http://www.sloan-c.org/publications/survey/pdf/entering_mainstream.pdf • Allen, I. E., & Seaman, J. (2005). Growing by degrees: Online education in the United States, 2005. The Sloan Consortium. Retrieved on October 5, 2006, from http://www.sloan-c.org/publications/survey/pdf/growing_by_degrees_southern.pdf • Peters, K. M. (n.d.). Creative use of threaded discussion areas, pt 1. Retrieved on October 5, 2006, from http://www.webct.com/service/viewcontentframe?contentID=898084

19. Presenter John Thompson, Ph.D. Assistant Professor Coordinator, Educational Computing Program Computer Information Systems Department Chase 208 Buffalo State College 1300 Elmwood Avenue Buffalo, NY 14222 716.878.3531 thompsjt@buffalostate.edu