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ERIC Number: EJ1018264
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 30
Leveraging Disinhibition to Increase Student Authority in Asynchronous Online Discussion
Martin, Kenneth H.
Journal of Asynchronous Learning Networks, v17 n3 p149-164 Oct 2013
Disinhibition is recognized as an effect that prompts online users to communicate with less constraint than in face-to-face discussion. This article describes how disinhibition may affect more than individual instances. In a blended learning environment, disinhibition may alter the entire context of discussion by disrupting established patterns of interaction among students and their teacher. In this developed case study, asynchronous online discussion accompanied classroom instruction in a 12th-grade English class. Online, students interacted with a wider circle of classmates and took more responsibility for managing their discussion while the teacher's presence was more restrained. This study has implications for educators that wish to increase student authority in discussion while supporting their achievement of particular academic and discipline-specific discourse practices.
Descriptors: Inhibition, Blended Learning, Asynchronous Communication, Discussion (Teaching Technique), Grade 12, English Instruction, High School Seniors, Secondary School Teachers, Classroom Communication, Power Structure, Social Structure, Interaction, Student Responsibility, Case Studies, Surveys, Interviews, Observation, Qualitative Research
Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: firstname.lastname@example.org; Web site: http://sloanconsortium.org/publications/jaln_main
Publication Type: Reports - Research; Journal Articles
Education Level: Grade 12; High Schools; Secondary Education
Authoring Institution: N/A