Computer supported collaborative learning using CLARE: the approach and experimental findings
CSCW '94 Proceedings of the 1994 ACM conference on Computer supported cooperative work
Variety is the spice of life: student use of CMC in the context of campus based study
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
An analysis of growth patterns in computer conferencing threads
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Pedagogical lurking: Student engagement in non-posting discussion behavior
Computers in Human Behavior
Information ecology of collaborations in educational settings: influence of tool
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Computers & Education - Methodological issue in researching CSCL
| Hi-index | 0.00 |
Peer facilitation is proposed as a solution to counter limited interaction in asynchronous online discussions. However, there is a lack of empirical research on online peer facilitation. This study identifies, through cross-case comparison of two graduate-level blended courses attended by Asian Pacific students, the actual peer facilitation techniques that could encourage online interaction. Analyses of interviews and online discussion transcripts suggest that techniques such as ‘showing appreciation’ and ‘considering others' viewpoints’ encourage online interaction. However, instructors intending to incorporate peer-facilitated online discussions should also consider the influence of factors such as the design of the online discussion activity and learners' cultural background as some participants could consider challenging others' ideas culturally inappropriate and need to be encouraged through techniques such as ‘general invitation to contribute’. Facilitators might also re-consider the use of certain traditionally recommended strategies such as directing an online message at specific participants to encourage responses. This study suggests that doing so could sometimes backfire and discourage online contributions. © 2012 Wiley Periodicals, Inc.