The paper "Asynchronous Discussion Forum" is a worthy example of an education assignment. Using publications from 3 different databases, this paper will review how asynchronous discussion forum research has advanced between 2003 and 2013. It has been observed that there is a tremendous increase in the number of articles since 2003. Furthermore, this paper will examine what an asynchronous discussion forum (ADF) implies to education. It will also highlight the challenges facing asynchronous discussion as well as the views of critics. Motivation Based on Literature Analysis Bodendorf (2009). is of the opinion that communication amongst students is very crucial for any effective learning.
However, he notes in the online learning systems currently in use, this concept has not been given the seriousness it deserves. Some authors say that online course lacks cognitive presence and therefore, it is not possible for some students to attain high learning levels. It has been suggested that online courses will be able to bridge the existing gap between face to face learning experiences and online environments (Darabi et al 2011). However, Ellis & Hafner (2008) observe that ADF is faced with several obstacles. Research Focus This research will be focused on answering this question: How much change has been observed in the number of Asynchronous Discussion Forum publications on particular websites in the last decade?
Is there a decrease or increase in the number of publications on this topic appearing on these websites? Methods and Procedures A thorough literature review was done to find out which studies can attain the selection criteria outlined below. The criteria are either exclusion or inclusion. i)Appearing between 2003 and 2013 in journals published in English ii) Studies based on the Asynchronous discussion forum in education iii) Some of the major phrases employed in search strategies are asynchronous discussion, asynchronous communication, collaborative/asynchronous and asynchronous computer-supported collaborative learning.
A thorough document examination was made in popular electronic databases among them: Wiley InterScience, ScienceDirect, and EBSCOhost. The snowball technique was then employed by examining the references to the articles relevant to the topic under study. To add to the descriptive summaries created from quantitative data the interpretation of the chosen texts was done through the implementation of qualitative content analysis.
This method was intentionally employed in the integration of statistical formalism with the qualitatively done analysis. The Status of the Asynchronous Discussion Forum Articles In figure 1, there is indicated the number of articles issued between 2003 and 2013 on the topic of Asynchronous Discussion in learning. From the figure, it is evident that there is a visible but crucial trend in the publication of these articles. It is obvious that there was tremendous growth in the research done in this particular field since 2007. By breaking the last decade into two, it becomes clear that there was an increase in the publications made in the second five years.
This shows that the last 5 years have registered tremendous advancement in asynchronous discussion research. Implications of Asynchronous Discussion Forum in education Most researchers see an asynchronous discussion forum as a very crucial factor in online education and concur on the idea that including them in learning can lessen the burden of learning for learners. Moreover, Green & Farchione et al (2013) argue that asynchronous online discussion forums can be used very well to better the learning results of students.
It is seen as a way of extended instructional practices that increase communication, assessment of self, reflection, and construction of knowledge (Gerosa, Filippo, Pimentel, Fuks & Lucena, 2010; Kayler& Weller, 2007, Fei Gao, Tianyi Zhang and Teresa Franklin 2013). In addition, ADF enhances situated learning, facilitates the social development of information, and created modified learning experiences. In addition, it can produce crucial learning dimensions (Ajayi, 2009; Andresen, 2009; Mohamad, Omar, et al. 2013). Ajayi, (2010), Kubasko, Jones, et al. (2008), AbuSeileek, Qatawneh (2013) and Lei, Finley, et al.
(2010) share the same views on the use of Asynchronous Discussion. They concur that this method is very much popular that other methods including the synchronous technique. Criticism and Challenges of Asynchronous Discussion Forum The provision of education through an asynchronous discussion forum is faced with so many pitfalls and although there has been a lot of research done, many critical questions still go unanswered and there are many other issues that are yet to be resolved. The biggest challenge lies in getting clarifications on these arguments, get answers to open questions and clear the air on the matter.
The greatest shortcoming was the huge amount of information. The most unpopular element of asynchronous online discussions was the big amount of messages. Going through and examining the messages needs more time than that required for taking part in face to face talks (Kocaman-Karoglu & Ozden, et al. 2011; Kardan and Ebrahimi, 2013). Another problem is the integration of evolving technology with tools to enhance the usability of ADF and make it more current. In their studies, Lan & Tsai, et al.
(2012) show that the learning performance of students can be affected by the use of mobile gadgets in online asynchronous discussion. They came up with some very strange findings. The design of asynchronous audiovisual equipment comes with particular perceived provisions in comparison to those that are text-based (Girasoli and Hannafin 2008; KheFoon & Cheung, 2013). There exist some limitations on how students behave in discussions and the content they work on in the absence of their teachers. As result discussions must be monitored (Yap and Chia 2010; Huei-Tse & Kuo-En, et al.