Developing and implementing asynchronous online discussions to facilitate deep learning among trainee teachers in a non-western and non-native English speaking setting

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UNIVERSITY OF SOUTHERN QUEENSLAND

Developing and implementing asynchronous online

discussions to facilitate deep learning among trainee

teachers in a non-western and non-native English

speaking setting

A Dissertation submitted by

Brinda Oogarah-Pratap, MSc (Public Health Nutrition),

PGCert (Online Education)

For the award of

Doctor of Education

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ABSTRACT

This study examined how to develop and implement asynchronous online

discussions using design principles and guidelines drawn from constructivist

principles such that deep learning is facilitated among non-western trainee teachers

who are native English speakers. The study was conducted among eleven

non-native English speaking trainee teachers in a non-western learning context. Reeves‟ model of design-based research (DBR) was chosen to guide the research

design of the study. This approach allowed the researcher to design and implement

online discussions based on design principles and guidelines that were

progressively and iteratively tested and refined.

The study consisted of four phases, namely identification of a practical problem,

development of an online discussion based on draft design principles, testing and

refinement of the design principles, and reflection to develop contextually sensitive

design principles. Mixed methods of data collection and analysis were used during

the different phases of the study. Data from literature review, questionnaires,

online discussion transcripts, semi-structured interviews and a reflective log were

gathered and analysed during the different phases of the study. The degree and nature of the tutor‟s online interaction were influenced by trainees‟ mixed

conceptions about teaching and learning. The findings revealed that the tutor

should encourage and guide trainees to express their disagreements and objections

clearly and politely to maintain a sense of safety and trust, and to promote active

and meaningful online interaction. To address language barriers, adequate time

should be allowed for reading and interpreting learning materials and postings.

Moreover, focus should be on clear formulation of ideas, using the appropriate

wordings and tone rather than on the grammar, spelling and punctuation. The

provision of marks and clear assessment criteria are also important.

Content analysis of trainee‟s online postings using Henri‟s model showed that

there were more deep level postings than surface level postings. It can thus be

concluded that when culture and language are given due consideration in the

formulation of design principles and guidelines drawn from constructivist

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non-native English speaking students. The findings also suggest that DBR is an

appropriate research approach to explore and develop effective design principles

for online discussions. The revised design principles and guidelines have

theoretical and practical implications for tutors designing and implementing online

discussions to facilitate deep learning among non-western or culturally diverse

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CERTIFICATION OF DISSERTATION

I certify that the ideas, experimental work, results, analyses, software and

conclusions reported in this dissertation are entirely my own effort, except where

otherwise acknowledged. I also certify that the work is original and has not been

previously submitted for any other award, except where otherwise acknowledged.

_____________________________ ________________

Signature of Candidate Date

ENDORSEMENT

_____________________________ ________________

Signature of Supervisor/s Date

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ACKNOWLEDGEMENTS

I wish to express my sincere thanks to Dr Shirley Reushle, my Principal

Supervisor, and Dr Peter Albion, my Associate Supervisor, for their valuable

comments and suggestions throughout this learning journey. Their guidance,

feedback and encouragement were very helpful, and the process of being a student

again was very rewarding under their tutelage.

I also wish to thank my Director for allowing me to undertake the study at my

workplace. Special thanks go to the study participants who volunteered their

precious time to respond to my questionnaires and interviews.

Finally, I wish to acknowledge and thank my husband and two daughters for their

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LIST OF FIGURES

Figure 1: Biggs‟ 3P model (Adapted from Lew, 2005) ... 26

Figure 2: Reeves‟ model of DBR (Reeves, 2006, p. 59)... 52

Figure 3: Diagrammatical representation of the study phases. ... 53

Figure 4: Diagrammatical representation of study Phases 2 and 3 ... 69

Figure 5: Design of the first online discussion ... 96

Figure 6: Diagrammatical representation of study phases 3 and 4 ... 148

Figure 7: Design of the second online discussion ... 149

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LIST OF TABLES

Table 1: Comparison of deep and surface learning approaches (Adapted from Biggs (1999) and Ramsden (1992)) ... 30 Table 2: Constructivist principles in the development of technology-facilitated learning environments ... 45 Table 3: Data collection methods during the different study phases ... 57 Table 4: Indicators for analysis of level of information (Adapted from Henri, 1992) ... 62 Table 5: Community of study participants ... 83 Table 6: Frequency of computer and Internet use, access and prior experiences ... 84 Table 7: Trainee teachers' opinions about their role, the role of peers and the tutor in online discussions ... 85 Table 8: Perception that face to face discussions are more useful than online discussions ... 86 Table 9: Cross tabulation of trainee teachers' perceptions of the usefulness of online discussions vs. their previous participation in online discussions ... 86 Table 10: Ease to communicate in English ... 87 Table 11: Trainee teachers' ratings of selected items that measure constructivist conceptions about teaching and learning (n = 11) ... 88 Table 12: Trainee teachers' ratings of selected items that measure traditional conceptions about teaching and learning (n = 11) ... 89 Table 13: First set of principles and guidelines for the design and implementation of asynchronous online discussions to facilitate deep learning ... 93 Table 14: Selected Socratic questioning prompts from a list compiled by Paul and Binker (1995, p. 342) ... 103 Table 15: Summary of strengths and weaknesses noted for the first online

discussion ... 105 Table 16: Strategies to address the first set of principles ... 106 Table 17: Analysis of online postings for depth of information processing,

interactive dimension and social dimension ... 109 Table 18: Extracts from trainees‟ follow-up postings for the first online discussion illustrating indicators of a deep level of information processing ... 113 Table 19: Sample of trainees‟ and tutor‟s questions based on the Socratic Approach ... 115 Table 20: Trainee's responses related to design principle „Establish a climate of trust and a safe learning environment‟ (n = 11) ... 120 Table 21: Trainees' perceptions related to design principle 'Promote online

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Developing and implementing asynchronous online discussions to facilitate deep learning among trainee teachers in a non-western and non-native English speaking setting

UNIVERSITY OF SOUTHERN QUEENSLAND