Experiences with international online discussions: Participation patterns of Botswana and American students in an Adult Education and Development course at the University of Botswana

ABSTRACT This paper describes the experiences gathered in a Masters of Adult Education course at University of Botswana (UB), where 26 students of the University of Botswana and the University of Georgia (UGA) engaged in discussions within the University of Botswana Learning Management System WebCT. Individual participation patterns in the discussions varied widely in this course. Based on variables found in the literature, student participation patterns were analysed - both in terms of quantity (messages read and written) and quality (status of conversational moves and level of critical thinking). Results show that culture or membership of a specific group did not seem to influence participation patterns. Gender was the major influencing variable for participation patterns in terms of both quantity and quality. Other influencing variables were course design, assessment of discussions and the presence of a learning community. Keywords: Online discussions, student participation, gender, Botswana, adult education INTRODUCTION In 2002, eLearning was introduced at the University of Botswana (UB) as one strategy to transform teaching and learning. The appropriate use of Information and Communication Technologies (ICTs) at UB reflects a blended approach to teaching and learning, with asynchronous online communication tools, such as email or online discussion forums forming an essential part. Online discussions can be valuable in several ways: they encourage students to actively participate in communication (Im & Lee 2003; Edelstein & Edwards 2002); they can promote students' active participation and enhance students' learning (Fassinger 1995); they may lead to cognitive development (ibid); they allow students time to reflect before contributing to the discussion; (Markel 2001); they promote social interaction which motivates membership and participation in a virtual community (Oren, Mioduser & Nachmias 2002); and they can also be enjoyable for students (Willams & Purry 2002). The usage of online discussions is therefore promoted at UB to encourage students' participation in learning conversations within courses. This paper analyses the participation of students in a Masters of Adult Education at UB, where nine UB students and 17 University of Georgia (UGA) students engaged in international discussions using UB's online Learning Management System, WebCT. This study sets out to identify the factors that influence student participation patterns, which have been anecdotally noted to vary widely. Student participation is analysed and compared both in terms of quantity (messages written and read) and quality (type of conversational moves and critical thinking levels). LITERATURE REVIEW Current research suggests that there are several key variables, which are relevant to understanding the participation patterns of students in online discussions in blended learning academic environments. This literature review briefly reviews four of these: target group (in terms of gender and student type), course design (including assessment), access (to both technology and computer skills) and the presence of a learning community. Target group Gender A detailed knowledge of the target group involved in the learning process is critical in order to use online discussions efficiently. In this study, two descriptors of the target group were considered - gender and student type. Gender in particular is an influencing variable that has been heavily researched, with conflicting results and a lack of consensus to date. A body of research exists to suggest that the online environment offers women possibilities for active engagement. It has been found that women participate more actively and enjoy greater influence in environments where norms of interaction are controlled by an individual entrusted with maintaining order and focus in the group, e.g. where a teacher controls/moderates the interaction (Herring 2000). …