Student Interactions in Online Discussion Forum: Empirical Research from "Media Richness Theory" Perspective.

The present study contributes to the understanding of the effectiveness of online discussion forum in student learning. A conceptual model based on ‘theory of online learning’ and ‘media richness theory’ was proposed and empirically tested. We extend the current understanding of media richness theory to suggest that use of multiple media can enrich the communication context and perceived learning. Hierarchical regression was applied to investigate the relationships between antecedent factors, interaction and perceived learning. The results show that the perceived richness of online discussion forum has significant positive effect on student participation and interaction, and learning, when used along with traditional classroom lecture. Implications of these findings are discussed as they provide important guidelines for management educators. Introduction Over the past few years, management education has been experiencing an increased interest in using internet and communication technology tools (ICT). While ICT has been widely used in distance and online mode of education, it is being increasingly used along with the faceto-face lectures to augment and support classroom learning. The use of online discussion forum (ODF) has emerged as a common tool and an effective way of engaging students outside the classroom. ODF is an e-learning platform that allows students to post messages to the discussion threads, interact and receive feedback from other students and instructor, and foster deeper understanding towards the subject under study. In an ODF there is no loss of data as the students’ written messages are stored in the virtual space, and can be retrieved and reviewed anytime. The use of online instructional tools can remove some of the communication impediments associated with the face-to-face lectures providing a forum to address issues through argumentative and collaborative discourse (Karacapilidis and Papadias, 2001). For students, the online environment is less intimidating, less prone to be dominated by a single participant and less bounded by convention (Redmon and Burger, 2004). It also provides Journal of Interactive Online Learning Balaji and Chakrabarti 2 students the flexibility of time and place to reflect on the previous postings to the discussion thread (Anderson and Kanuka, 1997) and thus actively engages them in a meaningful and intellectual experience. Biggs (1999) had suggested that active teaching methods which involve learning through active experimentation and reflective thinking encourage high-level of student participation in the learning process. This, as opposed to passive teaching approach, like traditional classroom lecture (Ebert-May,Brewer, and Allred, 1997) challenges students to construct knowledge (Struyven et al. 2006) leading to higher cognitive outcomes. The various active teaching methods include case studies, panel discussion, simulation games, project studies and problembased learning (Lantis, Kuzma and Boehrer, 2000; Reichard, 2002; Lamagna and Selim, 2005). Employing these active teaching methods increase the academic performance of the students and generate more positive attitude towards learning (Felder and Silverman, 1998; Struyven et al., 2006). As Thomas (2002) noted, the online discussion forum provides significant opportunities for students to actively engage in their learning process through active participation. Studies investigating the technology-rich classrooms found that the students demonstrated superior attitudes, involvement and engagement with the course content (Dorman and Fraser, 2009). Using technology tools as supportive to lectures can reinforce course information through multiple modes of knowledge representation and comprehension. This improves their learning outcomes by contributing to their intellectual growth and critical thinking (Pena-Shaff and Nicholls, 2004). Other important payoffs of using technology tools include flexibility, convenience and accessibility for students to complete their learning anytime and anyplace. However, studies have shown that motivating students to actively participate and contribute in online discussions was challenging. Perceived lack of relevance and usefulness seems to hinder student motivation as they assume an ‘invisible’ online role posting discussions with minimal content (Beaudoin, 2002). Confusion, anxiety, apprehension in writing and difficulty in phrasing, and time constraints are other reasons attributed for student passivity or nonparticipation in ODFs. Another potential problem has been the evaluation of the student’s contribution towards the online discussions. Pena-Shaff, Altman and Stephenson (2005) reported some students to have rebelled when discussions are graded, resulting in a negative impact on their participation. Some students found it difficult to interact when the human interface was not present; this was reflected while communicating in ODF environment (Bullen, 1998). Much of prior research has been done on comparing learning in face-to-face lectures and threaded discussions (Meyer, 2003), the role of instructor in web-based forums (Mazzolini and Maddison, 2007), student interactions in the virtual environment (Pena-Shaff and Nicholls, 2004) and assessment strategies of the discussion content (Gaytan and McEwen, 2007). The area which requires further exploration is the linkage between participation, interaction and learning when ODFs are used as adjunct with traditional classrooms lectures. Furthermore, majority of research studies in the above stream have focused on the qualitative research approach in understanding the students’ participation in an online discussion forum (De Wever et al., 2006; Jiang and Ting, 2000). While the findings obtained from this research approach has been valuable, further empirical research is required to identify the important factors that influence interaction and learning in an ODF (Brook and Oliver, 2003). Accordingly, the objective of the present investigation was to study the antecedents and outcomes of using ODFs with traditional classroom lectures. Journal of Interactive Online Learning Balaji and Chakrabarti 3 Theoretical background This paper deals with using online discussion forums with traditional classroom environment. The conceptual framework is drawn in particular from Anderson’s (2004) “Theory of Online Learning” and “Media Richness Theory” (Daft and Lengel, 1986). The ‘Theory of Online Learning’ as proposed by Anderson (2004), argues that effective learning environment affords many modalities of interactions between the three macro components namely students, instructors and content (Anderson, 2004). Anderson and Garrison (1998) present the six typologies of interactions namely student-student, student-instructor, student-content, instructor-instructor, instructor-content and content-content interactions that serve as the basis of educational process in online learning environment. These interactions are described as critical to effective learning and take place when the learning environment is learner-centered, knowledge-centered, assessment-centered, and community-centered (Anderson, 2004). Interactivity has been considered as central tenet to the concept of ‘online learning theory’. Using online instructional tools provide unique opportunities for the instructor to engage students in various activities and offer a new dimension for interaction – active and higher-order. It changes the way students interact, motivating them to be more attentive and participative, and encourages the process of learning. The role of instructor in facilitating discourse becomes decisive to overcome restrictions due to individual characteristics (e.g. personality traits) and lead to enhanced communications. Additionally, students have to demonstrate strong internet efficacy for active participation and interaction. Using online resources expand the opportunities for students to reflect upon their thinking and experience the discourse with other students and instructor. It individualizes their learning experience facilitating development of deep level learning and “new knowledge structures” (Anderson, 2004, p. 37). The asynchronous communications facilitate personalization by allowing the students to learn at their own pace and according to their interest, previous knowledge and style. This represents the knowledge-centered view of online learning theory. It is noted by Anderson (2004) that assessment determines if the learning objectives of using online tools had been accomplished. The instructor needs to structure the online discussions to configure with classroom lectures, create experiences leading to outcome, and discuss and use assessment to improve learning. Additionally, feedback is an important part of this assessmentcentered learning and influences the approach to learning. The last perspective of online learning theory is the community or social component of online learning. The interactions in the online forum promote a sense of community or social connectivity between the learners and instructors. The level of connectedness among the students results in formation of productive relationships among the class members and in collaborative exploration of the subject matter. Previous research has shown that learning communities exhibit increased student learning, and course satisfaction (Rovai, 2002). As suggested by this theory, it is proposed that learning effectiveness in using ODFs is influenced by the interactions and communication. The level of interaction depends on the learning environment (facilitating discourse, reflective thinking, assessment and feedback, and sense of community), learning process (personalization) and learner characteristics (personality and internet efficacy). Media Richness Theory (MRT), a widely known theory of media use, posits that communication efficiency will be improved by matching media to the students’ task info