Pre-Service Teachers’ Perceptions of Asynchronous Online Discussion on Blackboard

Authors

Hsin-Te Yeh, University of Northern ColoradoFollow
Maria Lahman, University of Northern ColoradoFollow

Abstract

The purpose of this phenomenological study was to understand students’ perceptions of using asynchronous on line discussion as a learning tool. Six pre-service teachers who took a course in educational technology applications for secondary grades at a Rocky Mountain region mid-sized university were selected to be interviewed. Phenomenological data analysis was used to analyze the interview data. The interviewees’ perceptions of the asynchronous on line discussions centered around purposes, group size, tools for learning, advantages/disadvantages, and the instructor’s role. The findings of this study provide instructors with helpful information on how students perceive asynchronous online discussion and also provide instructors with possible interventions to enhance students’ motivations for participating in asynchronous online discussion.

Keywords

synchronous Online Discussion, Pre-service Teachers, Phenomenology, Instructional Design, and Teaching Online

Publication Date

12-1-2007

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2007.1619

Recommended APA Citation

Yeh, H., & Lahman, M. (2007). Pre-Service Teachers’ Perceptions of Asynchronous Online Discussion on Blackboard. The Qualitative Report, 12(4), 680-704. https://doi.org/10.46743/2160-3715/2007.1619