Asynchronous Online Discussions: Perceptions on Second Language Reading, Writing, and Critical Thinking Rachid Bendriss Weill Cornell Medical College in Qatar P.O. Box 24144, Doha, Qatar
[email protected]
ABSTRACT This study was implemented in a foundation program at a U.S. university located in the State of Qatar. Participants were Arab students enrolled in an integrated advanced writing and reading course according to their results on the IELTS test. Their placement in the foundation program also required students to take courses in physics, chemistry, calculus, and biology, in addition to the English for Academic Purposes course. The instructor identified a need to enhance writing fluency and focused discussions through the use of an online tool available in the course’s learning management system (LMS) called Canvas. This study concentrated on Arab second language learners’ perceptions of learning with technology in general and face to face versus online discussions in particular. It also explored students’ attitudes towards the role of asynchronous online discussions tool in reading comprehension and reflection, its efficacy in promoting an online writing community, and the learning challenges perceived by study participants.
KEYWORDS Online Discussions, Asynchronous Learning, Online Writing, Second Language Reading, Blended Learning
1 LITERATURE REVIEW Nowadays, online discussion tools have become useful and ubiquitous instruments in e-learning. According to [1] Kearsley (2000), an electronic discussion forum is one of the most widely used applications in online communications and Elearning. Numerous studies have also confirmed
ISBN: 978-0-9891305-4-7 ©2014 SDIWC
that online discussion tools enhance students’ collaboration with their peers beyond the classroom ([2] Kassop, 2003; [3] Stodel et al. 2006), improve learners’ critical thinking skills ([4] Shapley, 2000; [5] Collison et al., 2000), and match or surpass face-to-face learning ([2] Kassop, 2003). In a study that compared the experiences of participants in online versus face-to-face discussions, [6] Meyer (2003) observed that “while there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues” (55). The author also claimed that higher-order thinking does happen in online discussions. Furthermore, [7] the University of Washington identified multiple benefits of using online discussion boards in traditional classes. First, one advantage is the construction of a class community through regular and informal discussions of various topics. Second, online discussion boards promote the development of cognitive, critical thinking, and writing skills because they allow time for more thoughtful, careful reflections on the topics under discussion. Another advantage to using threaded discussions is the facilitation of exploratory learning, whereby students have the opportunity to read and respond to their peers’
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entries and approach ideas from different perspectives. Finally, students are empowered to express their thoughts comfortably in online environments and participate more effectively thanks to positive reinforcement from the instructor and their peers. A quick review of research on the use of asynchronous discussions in second language learning in an Arab ESL setting yielded very limited literature. Thus, this study aims to fulfill this need in the literature.
2 THE STUDY 2.1 Research Design The purpose of this study was to explore students’ attitude towards the use of the online discussions tool in Canvas. It aimed to obtain their thoughts on the role of this asynchronous tool in building and developing an online writing community, their preference for face to face or online discussions, and their perceptions on whether the tool played any part in enhancing their reading comprehension and critical reading. The study utilized a survey instrument and open-ended questions. 2.2 Methodology The research in this study is mostly ethnographic because of the small size of participants. Data were collected from a 20-item Likert-scale survey that probed students’ perceptions of the effectiveness of using Canvas online discussions tool in their reading, writing, and critical thinking in general. Open-ended questions investigated students’ thoughts about learning with technology, using asynchronous online discussion tool or having face to face discussions, students’ experiences regarding online discussions as a tool that facilitated reading comprehension, critical reading, and reflection, and their attitude towards online writing. ISBN: 978-0-9891305-4-7 ©2014 SDIWC
2.3 The Participants Participants in the study were 20 foundation students- 10 male and 10 female students enrolled in English for Academic Purposes (EAP). They were mainly from Qatar with 1 from Saudi Arabia and another from Pakistan. Their ages ranged between 17 and 19. Besides their EAP course, students were enrolled in math, chemistry, physics, and biology. Although almost all study participants’ mother tongue was Arabic, English was the medium of instruction in these science courses. Upon admission to the college, all students receive a laptop and attend an orientation to the Learning Management System-Canvas. 2.4 The Learning Environment In the fall semester of 2013, the instructor assigned students to read a book for their book club. They were instructed to read one chapter per week, choose an excerpt from the chapter, and write a critical response using the Canvas online discussions platform. Students were also asked to comment on their peers’ responses to create a stimulating discussion on the book’s themes. Furthermore, as part of the reading club, students met every week in groups to discuss their book entries, critical responses, and other topics raised in the online discussions. Students’ online entries were evaluated using a rubric that assessed the conciseness of the summary, the use of textual evidence to support claims made in their critical response, their responses to peers, and language usage.
3 DATA ANALYSIS AND FINDINGS 3.1 Survey Results Twenty (20) participants completed the online survey. The following summary shows the49results
of the students’ perceptions towards the use of asynchronous online discussions vis-a-vis learning with technology, face-to-face versus online discussions, reading comprehension, critical reading, reflection, and promoting an online writing community. 3.2 Learning with Technology Questions 1, 2, 3, and 19 investigated students’ general attitude towards learning with technology and its ease. Participants responded that the canvas discussion tool was easy to use (30% agreed and 70% strongly agreed). They also indicated that the online discussions medium was a useful instructional tool in class (70% agreed and 30% agreed). On the question regarding students’ confidence using technology in their learning, 35% of them agreed and 55% strongly agreed. Finally, question 19 probed students’ interest in experiencing more technology-based learning in future classes. Most students (75%) either agreed or strongly agreed, and 25% disagreed.
when it came to having a voice that is more heard online than face-to-face (55% strongly disagreed or disagreed). Nevertheless, more students felt that face-to-face discussions were more intimidating than online discussions (75% strongly agreed or agreed). Furthermore, a great deal of students (65%) either agreed or strongly agreed that they felt more motivated, engaged, or participatory using online discussions. Finally, the majority of participants felt that their peers valued their contributions to the class online discussions. (90% either agreed or strongly agreed).
Strongly Disagree Disagree Agree Strongly Agree
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Figure 2. Expressing ideas using online vs. face-to-face.
3.4 Reading Comprehension, Critical Reading, and Reflection Strongly Disagree
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Figure 1. Canvas discussion tool ease of use.
3.3 Face to Face Versus Online Discussions Questions 4, 14, 15, and 16 examined respondents’ attitudes towards face-to-face versus online discussions. The class was almost split in half ISBN: 978-0-9891305-4-7 ©2014 SDIWC
Questions 5, 8, 10, 11,12 and 13 focused on students’ experiences regarding online discussions as a tool that facilitated reading comprehension, critical reading, and reflection. In answering question 5 on what contributed the most to their reading comprehension, participants felt that a variety of online discussion activities helped to improve their understanding of the material under discussion. Specifically, 24% of students felt that writing posts helped their comprehension, whereas 15% of them felt that responding to other students’
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posts was helpful. Only 18% of respondents indicated that receiving feedback from peers helped their understanding. However, 42% of students believed that reading other students’ posts was most helpful to improve their understanding of the content under discussion.
Writing a post Reading other students' posts Responding to others’ posts Receiving peer feedback Other
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24% 42% 15% 18% 0%
Figure 3. Posting and receiving peer feedback on posts.
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Figure 4. Reading and sharing ideas with other students.
Question 12 reinforced the latter information because 95% of the students agreed or strongly ISBN: 978-0-9891305-4-7 ©2014 SDIWC
agreed that they understood the reading material better after they read their peers’ posts. Similarly, question 8 examined respondents’ perceptions on whether writing weekly critical responses to the reading content had improved their critical reading abilities. The majority of students believed that writing response entries using the online discussions tool contributed to their awareness of critical reading strategies by reading other students’ responses (50% agreed and 40% strongly agreed). This finding is also corroborated by question 10 to which all students responded that the online discussion tool enabled them to read and share other ideas with others (50% agreed and 50% strongly agreed). Nevertheless, on the question whether online discussions motivated students to read more in general (question 11), 35% disagreed but 65% either agreed or strongly agreed. Finally, question 13 investigated the role of online discussions tool in enhancing students’ reflection when reading other students’ perspectives and making them carefully consider a response. More than half of the students (65%) agreed and 35% strongly agreed that online discussions contributed to their critical reflections when exposed to their peers’ entries.
Strongly Disagree Disagree Agree Strongly Agree
0 1 10 9
0% 5% 50% 45%
Figure 5. Understand reading material after reading peers' posts.
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3.5 Improving Writing and Promoting an Online Community Other questions in the survey asked students their perceptions on the effectiveness of the online discussions tool in writing abilities. Question 6 examined students’ self-consciousness or anxiety knowing that their writing was shared among their peers. In response to question 6, almost half of the respondents either agreed (25%) or strongly agreed (20%) that they were anxious knowing that their writing was shared among their classmates, while 50% disagreed and 5% strongly disagreed. Questions 7 and 9 investigated students’ feelings whether writing in the online discussions tool had helped their writing fluency in general. The vast majority of respondents either agreed (80%) or strongly agreed (20%). Finally, most students felt that their contributions to the class online discussion were valued by their peers (question 17). More than half (65%) agreed and 25% strongly agreed.
4 RESPONSES TO OPEND-ENDED QUESTIONS 4.1 Distinguishing between Face-to-Face and Online Discussions The data obtained through open-ended questions conveyed mixed reactions from students towards the use of the Canvas online discussion tool as opposed to face-to-face discussions. Several students thought that online discussions were useful and helped them realize how learning from their peers was a beneficial way of learning. Data also revealed participants’ increased confidence to share thoughts with their classmates online more than face-to-face group discussions. Some students remarked that their confidence was boosted because the Canvas discussion forum allowed them more time to think critically and focus effectively on formulating their thoughts while they were before they posted their entries. ISBN:reading 978-0-9891305-4-7 ©2014 SDIWC
Finally, some students observed that online discussions enabled them to communicate outside the normal class hours, which added an element of convenience and accessibility. Nevertheless, skeptical students expressed their preference for face-to-face discussions because they felt that the online tool made them worry more about what they were going to write and how they would write rather than enjoy the story and reflect on it as they read. Moreover, some participants believed that face-to-face interactions helped improve their confidence more than online discussions because the former allowed them the opportunity to speak under pressure, a skill that students perceived to be fundamental to their success as future doctors. 4.2 Promoting Reading Comprehension, Critical Reading, and Reflection Furthermore, respondents commented about the role of asynchronous online discussions in their reading comprehension since they used the discussion forum tool to write their entries on the weekly reading assignments. Participants observed that the Canvas online tool was very useful because it provided an accessible and easy forum to express their thoughts and gave them time to think about everything they read before they posted their entries. The majority of students felt that the Canvas online tool allowed them to prepare their thoughts carefully before posting them. They also asserted that having the ability to discuss content with their peers online motivated them to read more and link what they were reading to their lives. They explained that the online discussion provided them with the ability to read a variety of entries from 20 students with a wide range of perspectives and personalities. They contended that face-to-face discussions that occurred in groups during class time only exposed them to the specific number allowed in the groups 52
(four maximum). Since the weekly reading assignment entailed writing a summary and a critical response, students confirmed that they were able to write more fluently using the online tool and think more critically about their peers’ responses before writing their own entries. Hence, participants emphasized that the tool contributed to the enhancement of their reading comprehension, critical reading, and the transfer of their reflection via that tool.
4.3 Enhancing Second Language Writing Regarding the improvement of their writing and creation of an online writing community, study participants revealed that the Canvas online tool was very easy to use and allowed them ample time to revise for idea effectiveness and edit their writing mistakes before posting their thoughts online. Some students specifically mentioned they learned how to detect their mistakes and correct them on their own thanks to the presence of an abundance of students’ writings that were edited in the previous discussions. Respondents indicated that receiving comments from peers, the teaching assistant, and the faculty member on a regular basis using the Canvas tool played a significant role in improving their writing skills in general and analytical strategies in particular. Students were able to write more thoughtful responses. One student commented that writing and reading other students’ posts and responses were the most effective activities because she was able to examine ideas from various perspectives. Students also commented on how they looked forward to reading their peers’ posts and receiving feedback from them. To them, there was a sense of enjoyment and shared moments. Another student observed that expressing her feelings towards ideas in a book using an online tool showed her that writing is a great way to understand what one has read. Although it was very time-consuming, as ISBN: 978-0-9891305-4-7 ©2014 SDIWC
she claimed, it was an enjoyable and beneficial experience reading and writing using an online discussion tool like Canvas. Finally, a respondent recognized that the online tool made him feel more comfortable with his current classmates and encouraged him to speak and write more.
5 STUDY LIMITATIONS This study has two major limitations. The first one includes the small size of the participants (20 students). Although the sample was equally distributed-10 males and 10 females, the group was homogeneous since the majority was Qatari with only one Saudi and one Pakistani. It would be interesting to find out differences among other diverse groups from various nationalities. The second study limitation is the duration of the study since it lasted for only one semester (14 weeks). Results could be different if the study lasted for a whole academic year.
6 DISCUSSION AND CONCLUSION Both the survey and open-ended questions revealed students’ overall satisfaction with the use of an asynchronous online discussion forum to write about their assigned readings. The study utilized an online discussion tool provided by the institution’s learning management system (LMS) named Canvas. Study participants overwhelmingly responded that the Canvas discussion tool was easy to use and was a useful instructional medium ideal for e-discussions (30% agreed and 70% strongly agreed). It is important to note that Arab students are eager to participate in electronic ways of learning. Using an online discussion tool that is integrated with a traditional way of learning such as face-to-face discussions can encourage students to be more engaged in discussions of ideas, which will in turn create a more meaningful learning 53
experience. Furthermore, a significant number of respondents (95%) commented that using an online discussion tool to summarize, write entries, and respond to their peers’ posts contributed to their clear comprehension of the reading material. Allowing second language students time to think about what they read in the target language can certainly facilitate their understanding and foster their abilities to reflect on the ideas they read. Teaching faculty often complain that Arab students tend to memorize information rather than think critically and analyze carefully. Adopting an online medium that allows these students to express their thoughts freely can perhaps aid in the development of second language skills to think critically and reflect effectively. The majority of students commented that they benefited from the easy access and feeling of ownership when they posted their thoughts. Confidence was also boosted thanks to the use of technology, according to study participants. This topic undoubtedly needs further study and analysis, especially with Gulf Arab students. However, this study has demonstrated that a blended learning modality can benefit second language learners’ reading, writing, and critical thinking skills.
matches_or_surpasses_facetoface_learning / (2003). 4. Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners' Perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review of Research in Open & Distance Learning, 7 (3), 1–24 (2006). 5. Shapley, P. Online education to develop complex reasoning skills in organic chemistry. The Journal of Asynchronous Learning Networks, 4 (2), 55–65 (2000). 6. Collison, G., Elbaum, B., Haavind, S., & Tinker, R. Facilitating Online Learning: Effective Strategies for Moderators, Madison, WI: Atwood Publishing (2000). 7. Meyer, K. Face-to-face versus threaded discussions: The role of time and higherorder thinking. The Journal of Asynchronous learning Networks, 7 (3), 55-65 (2003). 8. School of Social Work, University of Washington. Using online discussion boards to enhance learning in your class. Retrieved on Feb. 16 from http://depts.washington.edu/swedtech/2011 /04/21/using-online-discussion-boards-toenhance-learning-in-your-class/ (2011).
7 REFERENCES 1. Kearsley, G. Online Education: 2. Learning and Teaching in Cyberspace, Belmont, CA: Wadsworth (2000). 3. Kassop, M. Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source Archives, Retrieved Feb. 16, 2006, from http://technologysource.org/article/ten_wa ys_online_education_ ISBN: 978-0-9891305-4-7 ©2014 SDIWC
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