Abstract
This paper reports some of the findings of a case study investigation of undergraduate student learning in online discussions within a campus-based business course in New Zealand. The project explored predominantly Net Gener students’ perceptions of the differences between face-to-face and online discussions and the role of these differences in their learning. The study found that the students regarded the two environments as different but complementary for their learning and identified the features of each discussion environment that supported their learning. A complementary framework, based on these student perspectives is presented. These findings and the framework provide teachers and course designers with a new evidence-based approach for including effective face-to-face and online discussions for Net Gener and other students within their courses.
Similar content being viewed by others
References
Anderson, T., & Kanuka, H. (2003). e-Research: Methods, strategies and issues. Boston: Pearson Education.
Arbaugh, J. (2000). Virtual classroom versus physical classroom: an exploratory study of class discussion patterns and student learning in an asynchronous Internet-based MBA course. Journal of Management Education, 24(2), 213–233. doi:10.1177/105256290002400206.
Crook, C. (2002). The campus experience of networked learning. In C. Steeples & S. Jones (Eds.), Networked learning: Perspectives and issues. London: Springer-Verlaag.
Davie, L. (1989). Facilitation techniques for the on-line tutor. In R. Mason & A. Kaye (Eds.), Mindweave. Oxford: Pergamon.
Dubrovsky, V., Kielser, S., & Sethna, B. (1991). The equalisation phenomenon: status effects in computer-mediated and face-to-face decision-making groups. Human-Computer Interaction, 6, 119–146. doi:10.1207/s15327051hci0602_2.
Dysthe, O. (2002). The learning potential of a web-mediated discussion in a university course. Studies in Higher Education, 27(3), 339–352. doi:10.1080/03075070220000716.
Ellis, A. (2001). Student-centred collaborative learning via face-to-face and asynchronous online communication: What’s the difference? Paper presented at the Meeting at the Crossroads. Proceedings of the 18th Annual Conference of the Australasian society for Computers in Learning in Tertiary Education (ASCILITE), Melbourne, Australia.
Ellis, R., Goodyear, P., Prosser, M., & O’Hara, A. (2006). How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22, 244–256. doi:10.1111/j.1365-2729.2006.00173.x.
Ellis, R., Goodyear, P., O’Hara, A., & Prosser, M. (2007). The university student experience of face-to-face and online discussions: coherence, reflection and meaning. ALT-J, 15(1), 83–97. doi:10.1080/09687760601130057.
Feenberg, A. (1989). The written world: On the theory and practice of computer conferencing. In R. Mason & A. Kaye (Eds.), Mindweave. Oxford: Pergamon.
Gerbic, P. (2006). Chinese learners and online discussions: new opportunities for multicultural classrooms. Research and Practice in Technology Enhanced Learning, 1(3), 221–237. doi:10.1142/S1793206806000160.
Graddol, D. (1989). Some CMC discourse properties and their educational significance. In Mindweave. Oxford: Pergamon. http://www-icdl.open.ac.uk/mindweave/resopurce2 accessed 09/08/00.
Harasim, L., Hiltz, R., Teles, L., & Turoff, M. (1995). Learning network: A field guide to teaching and learning on line. Cambridge: MIT.
Keisler, S., Siegel, J., & McGuire, T. (1984). Socio psychological aspects of computer-mediated communication. The American Psychologist, 9(10), 1123–1134. doi:10.1037/0003-066X.39.10.1123.
Light, P., & Light, V. (1999). Analysing asynchronous learning interactions. In V. Littlejohn & P. Light (Eds.), Learning with computers: Analysing productive information (pp. 162–178). London: Routledge.
Meyer, K. (2003). Face-to-face versus threaded discussion: the role of time and higher order thinking. Journal of Asynchronous Learning Networks, 7(3), 55–65.
Newman, R., Webb, B., & Cochrane, C. (1995). A content analysis method to measure critical thinking in face to face and computer supported group learning. Interpersonal Computing and Technology, 3(2), 56–77.
Nicol, D., Minty, I., & Sinclair, C. (2003). The social dimensions of learning. Innovations in Education and Teaching International, 40(3), 270–280. doi:10.1080/1470329032000103807.
Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps towards understanding the net generation. In D. Oblinger & J. Oblinger (Eds.), Educating the net generation: Educause. www.educause.edu/educatingthenetgen, accessed 23.11 2006.
Ocker, J., & Yaverbaum, J. (1999). Asynchronous computer-mediated communication versus face to face collaboration: results on student learning, quality and satisfaction. Group Decision and Negotiation, 8(5), 427–440. doi:10.1023/A:1008621827601.
Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’ be redeemed? E-Learning, 2(1), 17–26.
Perez-Prado, A., & Thirunarayanan, M. (2002). A qualitative comparison of online and classroom-based sections of a course: exploring student perspectives. Educational Media International, 39(2), 195–202. doi:10.1080/09523980210155343.
Pincas, A. (2001). Culture, cognition and communication in global education. Distance Education, 22(1), 30–51. doi:10.1080/0158791010220103.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). http://www.marcprensky.com.writing/deafault.asp accessed 19 Dec 2003.
Rodrigues, S. (1999). Evaluation of an online masters course in science teacher education. Journal of Education for Teaching, 25(3), 263–271.
Sumner, M., & Hostetler, D. (2002). A comparative study of computer conferencing and face-to-face communications in systems design. Journal of Interactive Learning Research, 13(3), 277–293.
Thomas, M. (2002). Learning within incoherent structures : the space of online discussion forums. Journal of Computer Assisted Learning, 18(3), 351–366.
Tiene, D. (2000). Online discussions: a survey of advantages and disadvantages compared to face-to-face discussions. Journal of Educational Multimedia and Hypermedia, 9(4), 371–384.
Vignare, K. (2006). Review of literature. Blended learning: Using ALN to change the classroom—will it work for you? In M. Pittinsky & C. Dziuban (Eds.), Blended learning: Research perspectives. United Sates of America: The Sloan Consortium.
Warschauer, M. (1997). Computer-mediated collaborative learning. The Modern Language Journal, 81(4), 470–481.
Warschauer, M. (1999). Electronic literacies. Language, culture and power in online literacies. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Gerbic, P. Getting the blend right in new learning environments: A complementary approach to online discussions. Educ Inf Technol 15, 125–137 (2010). https://doi.org/10.1007/s10639-009-9100-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-009-9100-5