Asynchronous learning networks as a virtual classroom
Communications of the ACM
Journal of Technology and Teacher Education
Issues associated with participation in on line forums—the case of the communicative learner
Education and Information Technologies
Between the lines: documenting the multiple dimensions of computer-supported collaborations
Computers & Education - Documenting collaborative interactions: Issues and approaches
Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Computers & Education - Documenting collaborative interactions: Issues and approaches
A theory of online learning as online participation
Computers & Education
Computers & Education - Methodological issue in researching CSCL
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Assessing social construction of knowledge online: A critique of the interaction analysis model
Computers in Human Behavior
Supporting Asynchronous Collaborative Learning: Students' Perspective
International Journal of Online Pedagogy and Course Design
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This study investigated the online practices of students enrolled in graduate-level distance education courses. Using interviews and a questionnaire as data sources, the study sought to: (a) identify common practices that students adopt in asynchronous discussions, and (b) gain an understanding of why students adopt them. An analysis of the data suggests that many of the practices are coping mechanisms developed to help students more easily meet course participation requirements. Some of these are time saving strategies designed to reduce information overload (e.g., skimming messages rather than reading them carefully). Other strategies are designed to help students project an image of themselves as knowledgeable and collaborative course participants. It is argued that although these practices provide students with a level of efficiency in terms of meeting course requirements, they may inadvertently undermine learning.