A Review of Recent Papers on Using Online Discussion with in Teaching and Learning in Higher Education

Abstract

In this work, we take a look back at some of the more recent case studies that have examined asynchronous online conversation in academic settings. Curriculum theory, assertions about the efficacy of online discussion, and the stated circumstances for its use are the lenses through which these research are examined. Many of the arguments in favour of asynchronous online discussion hinge on social constructivist ideas, including the idea that learners may connect with one other and that their conversations can remain accessible indefinitely. Learners get familiarity with computer communication tools and opportunity to participate in group work via asynchronous online conversation, which is seen as adding added value. There are a number of restrictions that members of online forums must adhere to. Curriculum design, tutor assistance, learner attitudes and background, and software design are all topics that are covered in connection to these. We lay out the circumstances under which asynchronous online conversation can be most helpful for learning and provide some directions for further study.