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Relationships Between Asynchronous Online Discussion Design and Undergraduate Student Perceptions of Community, Participation, and Motivation

Lindberg, Rachel
http://orcid.org/0000-0003-1480-7158
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592169496975235

Abstract Details

2020, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
Asynchronous online discussions (AOD) can be designed to promote knowledge construction among learners and encourage active use of thought (Luhrs & McAnally-Salas, 2016). Unfortunately, little is known about the theoretical underpinnings of specific design factors: social connection and positive academic outcomes have been demonstrated for individual factors including project-based learning (Koh, Herring, & Hew, 2010), scaffolded learning (Liu & Yang, 2014), facilitation of discussion (Evans, Ward, & Reeves, 2017), and critical thinking (Topcu, 2010). Given these shortcomings, understanding of effective AOD designs driven by theory could promote greater professional development opportunities for future online educators and increase effectiveness of AOD for student learning outcomes. The purpose of this study was to investigate student perceptions of community in a four-factor AOD design, and to understand the dynamic relationships between discussion quality, community, participation, and motivation. The community of inquiry ([CoI] Garrison, Anderson, & Archer, 2000) framework provides the foundation for understanding online community as it promotes co-constructed knowledge. CoI recognizes three factors that contribute to meaningful educational experiences and knowledge construction (social presence, teaching presence, and cognitive presence). The self-determination theory ([SDT] Ryan & Deci, 2000a) and engagement theory (Kearsley & Schneiderman, 1998) provide the groundwork for motivation as online students must be properly incentivized and authentically engaged for optimal success. SDT recognizes the importance of intrinsic motivation in achievement and the interaction of three basic human needs that drive behavior (autonomy, competence, and relatedness). Engagement refers to activity that supports intrinsic motivation and promotes higher cognitive skills. Kearsley and Schneiderman (1998) applied engagement to professional practice where work with an authentic focus led to greater knowledge achievement as well as gains in teamwork and social interaction skills. The study context was a convenience sampling of four online, undergraduate courses with 85 total participants. A quantitative methods study was employed using data from student surveys and participation quality ratings of student AOD posts. Multivariate analysis of variance between the four courses on measures of CoI found no significant differences between the groups. Correlational analyses found a weak relationship between externally rated discussion quality and student perceptions of their own discussion participation. Correlational analyses of discussion quality and measures of motivation revealed a weak correlation to perceived competence for needs satisfaction and a weak relationship to behavioral engagement. Results indicated the CoI survey correlated strongly with measures of perceived participation, intrinsic motivation, needs satisfaction, and discussion engagement, confirming a connection between online community, SDT, and engagement within the sample AODs. The quantitative methods approach illuminated a nuanced picture of a four-factor AOD design and student perceptions of community, participation, and motivation. Implications for online educators were provided, including potential for professional development opportunities and a call for further research into the effects of individual AOD design factors on learning within a more complex theoretical framework.
Rhonda Brown, Ph.D. (Committee Chair)
Marcus Johnson, Ph.D. (Committee Member)
Matthew Schmidt, Ph.D. (Committee Member)
111 p.
Educational Software
Asynchronous online discussion; community of inquiry; engagement theory; online learning; motivation; self-determination theory

Recommended Citations

Citations

  • Lindberg, R. (2020). Relationships Between Asynchronous Online Discussion Design and Undergraduate Student Perceptions of Community, Participation, and Motivation [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592169496975235

    APA Style (7th edition)

  • Lindberg, Rachel. Relationships Between Asynchronous Online Discussion Design and Undergraduate Student Perceptions of Community, Participation, and Motivation. 2020. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592169496975235.

    MLA Style (8th edition)

  • Lindberg, Rachel. "Relationships Between Asynchronous Online Discussion Design and Undergraduate Student Perceptions of Community, Participation, and Motivation." Doctoral dissertation, University of Cincinnati, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592169496975235

    Chicago Manual of Style (17th edition)

ucin1592169496975235
352
© 2020, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.
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