Malaysian Private University Students’ Perception of Online Discussion Forums: A Qualitative Enquiry
DOI:
https://doi.org/10.11113/sh.v12n2.1610Keywords:
Education 4.0, online discussion forums, sense of belonging, autonomy, self-directed learning, synchronousAbstract
The continuous advancement in technology has transformed physical learning platforms into digital spaces in higher education. In Malaysia, instructors and students are gradually adopting the e-learning or blended-learning approach by using online discussion forums (e.g. BlackBoard) or social networking sites (e.g. Facebook groups) to engage students’ participation in courses and encourage self-directed learning. This study presents a qualitative view of students’ perception of engaging in online discussion forums in a synchronous learning environment, and their views on the positive and negative aspects of using online discussion forums for learning. Results indicate that students perceive autonomy and sense of belongingness in the online community as main factors that influence their voluntary and active participation in the online discussion forums. Technical challenges remain as a key factor in determining students’ interests to utilize online discussion forums for learning. While future research is needed to assess the sentiments of Malaysian students in online learning, this study was intended to provide Malaysian instructors and higher education institutions a preview on the sentiments of students towards online learning to better improve the aspects of technical, pedagogical methods and policies for online learning as the nation moves towards Education 4.0.
Â
References
Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A., & Abdul Rahman, N. S. (2018). Use of E-Learning by University Students in Malaysian Higher Educational Institutions: A Case in Universiti Teknologi Malaysia. IEEE Access, 6, 14268-14276. doi:10.1109/access.2018.2802325
Balakrishnan, V., & Gan, C. L. (2016). Students’ Learning Styles And Their Effects On The Use Of Social Media Technology For Learning. Telematics and Informatics, 33(3), 808-821. doi:10.1016/j.tele.2015.12.004
Brown, M. G. (2016). Blended Instructional Practice: A Review Of The Empirical Literature On Instructors' Adoption And Use Of Online Tools In Face-To-Face Teaching. The Internet and Higher Education, 31, 1-10. doi:10.1016/j.iheduc.2016.05.001
Baig, N.A., & Waheed, A. (2016). Significance of Factors Influencing Online Knowledge Sharing: A Study Of Higher Education Sector in Pakistan. Pakistan Journal of Commerce and Social Sciences, 10, 1-26.
Baxter, J.A., & Haycock, J. (2014). Roles and Student Identities In Online Large Course Forums: Implications For Practice. The International Review of Research in Open and Distance Learning, 15(1), 20-40.
Beckett, G.H., Amaro-Jimenez, C., & Beckett, K.S. (2010). Students’ Use Of Asynchronous Discussions For Academic Discourse Socialization. Distance Education, 31(3), 315-335.
Denzin, N.K. (1989). Interpretive interactionism. Newbury Park, CA: Sage
Dikkers, A.G., Whiteside, A., & Lewis, S. (2012). Get present: Build Community And Connectedness Online. Learning & Leading with Technology, 40(2), 22 25.
Gao, F. (2014). Exploring the Use Of Discussion Strategies And Labels In Asynchronous Online Discussion. Visual Communication and Technology Education Faculty Publications, 32, 1-19.
Gaudry-Hudson, C., & Yalda, S. (2008). Knowledge Strands: Enhancing Student Perception Of Online Postings. College Teaching, 56, 97-101.
Glaser, B. G., & Strauss, A.L. (1967). The Discovery Of Grounded Theory: Strategies For Qualitative Research. Piscataway, NJ: AldineTransaction
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). A Dynamic Analysis Of The Interplay Between Asynchronous And Synchronous Communication In Online Learning: The Impact Of Motivation. Journal of Computer Assisted Learning, 30, 30-50.
Harris, J. K., & Burke, R. C. (2005). Do You See What I See? An Application Of Inter-Coder Reliability In Qualitative Analysis. American Public Health Association
Hrastinski, S. (2008). Asynchronous And Synchronous E-Learning. Educause Quarterly, 4, 51-55.
Jang, H., Reeve, J., & Deci, E.L. (2010). Engaging Students In Learning Activities: It Is Not Autonomy Support Or Structure But Autonomy Support And Structure. Journal of Educational Psychology, 102(3), 588-600.
Krause, J., Portolese, L., & Bonner, J. (2017). Student Perceptions Of The Use Of Multimedia For Online Course Communication. Online Learning, 21(3), 36-49 doi: 10.24059/olj.v21i3.1198
Liu, X., Magjuka, R.J., Bonk, C.J., & Lee, S. (2007). Does Sense Of Community Matter? An Examination Of Participants’ Perceptions Of Building Learning Communities In Online Courses. The Quarterly Review of Distance Education, 8(1), 9-24.
Maria, M., Shahbodin, F., & Pee, N. C. (2018). Malaysian Higher Education System Towards Industry 4.0 – Current Trends Overview. 2016, 020081. doi:10.1063/1.5055483
McBrien, J.L., & Jones, P., & Cheng, R. (2009). Virtual Spaces: Employing A Synchronous Online Classroom To Facilitate Student Engagement In Online Learning. International Review of Research in Open and Distance Learning, 10(3), 1-17.
McDaniels, M., Pfund, C., & Barnicle, K. (2016). Creating Dynamic Learning Communities In Synchronous Online Courses: One Approach From The Center for the Integration of Research, Teaching and Learning (CIRTL). Online Learning, 20(1), 110-129.
Meyers, K.A. (2007). Does Feedback Influence Student Postings To Online Discussions? The Journal of Educators Online, 4(1), 1-18.
Paulus, T.M., & Phipps, G. (2008). Approaches to Case Analyses In Synchronous And Asynchronous Environments. Journal of Computer-Mediated Communication, 13, 459-484.
Phelan, L. (2012). Interrogating Students’ Perceptions Of Their Online Learning Experiences With Brookfield’s Critical Incident Questionnaire. Distance Education, 33(1), 31-44.
Rienties, B., Tempelaar, D., Giesbers, B., Segers, M., & Gijselaers, W. (2014). A Dynamic Analysis Of Why Learners Develop A Preference For Autonomous Learners In Computer-Mediated Communication. Interactive Learning Environments, 22(5), 631-648.
Rubrico, J.G.U., & Hashim, F. (2014). Facebook-Photovoice Interface: Empowering Non-Native Pre-Service English Language Teachers. Language Learning & Technology, 18(3), 16–34.
Sloan, C. (2015). The Relationship Of High School Student Motivation And Comments In Online Discussion Forums. Journal of Education Computing, 52(1), 114-135.
Sulaiman, H., Suid, N., & Idris, M.A. (2018). Usability Evaluation of Confirm-A Learning Tool Towards Education 4.0. 2018 IEEE Conference on e-Learning, e-Management and e-Services (IC3e), 73-78.
Tesch, R. (1990). Qualitative Research.Analysis Types And Software. London: Falmer press.
Themelis, C. (2014). Synchronous Video Communication For Distance Education: The Educators’ Perspective. Open Praxis, 6(3), 245-256.
Willis, J., Davis, K., & Chaplin, S. (2013). Sociocultural Affordances Of Online Peer Engagement. Journal of Learning Design, 6(1), 34-45.
Yang, J. C., Quadir, B., Chen, N., & Miao, Q. (2016). Effects of Online Presence On Learning Performance In A Blog-Based Online Course. Internet and Higher Education, 20, 11-20.
