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ERIC Number: EJ1049019
Record Type: Journal
Publication Date: 2015-Jan
Pages: 20
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0020-4277
Student Perceptions of Peer versus Instructor Facilitation of Asynchronous Online Discussions: Further Findings from Three Cases
Hew, Khe Foon
Instructional Science: An International Journal of the Learning Sciences, v43 n1 p19-38 Jan 2015
This study aims to extend a previous work on the role of peer facilitation of asynchronous online discussions. Specifically, in this paper I report three cases that examine students' preference for peer or instructor facilitation of online discussion forums, as well as their respective reasons for it. These three cases involved the following samples: (a) full-time undergraduates (n = 39), (b) full-time postgraduate diploma students (n = 65), and (c) practicing professionals in training settings (n = 64). Overall, the findings of the three cases suggested that most students irrespective of student samples still preferred an instructor to peer facilitation when it comes to online discussions, despite the reported benefits of peer facilitators in the literature. Cross-comparison of the three cases revealed the following reasons why instructor facilitation is preferred: (a) to prevent the discussion from going off track, (b) to resolve conflicts in the discussion, (c) to provide information particularly when the topic of discussion is new, and (d) to motivate the discussion when students' participation wanes. On the other hand, peer facilitation is preferred: (a) when the participants desire greater freedom in voicing their own views, (b) when the participants desire greater ownership in determining the direction of the discussion, and (c) when the participants want actual hands-on-facilitation-experience. Implications of the findings are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A