Thematic Analysis of the “Games” Students Play in Asynchronous Learning Environments

Thalia MacMillian – Empire State College

Michele Forte – SUNY Empire State College

Cynthia Grant – Concordia University Chicago

This study examines the dynamics of the student-student relationship with the asynchronous online classroom. Based on the results, strategies have been discovered to demonstrate techniques which instructors can use. Creating awareness among students of potential issues, diversity of students, and ways to facilitate intellectual growth are the summary focus.

     The authors’ introduction points to how technology is improving lives. The use of technology and online classes had increased at the time of the study to over 6 million students, one-third of all college students. The introduction goes on to point out that some instructors feel they should employ traditional pedagogies, while others feel the environment needs a new set of skills. The online asynchronous classroom has benefits as well as challenges. The social, cognitive, and affective presence of students has potential to effect course discussions both positively and negatively.

     One particular challenge is the inability of the asynchronous instructor to provide immediate feedback.  In order to be an effective class, there needs to be a sense of a safe environment. In addition, a sense of ownership and control is necessary. The authors attempt to determine what type of interactions are the most positive in online asynchronous learning. One essential component is the students need to interact with other students and this needs to be expressed by the instructor.

     In conclusion, the authors point out several conclusions and suggestions:

·         If students pay too much attention to each other, they may lose track of the discussion prompt.

·         One way to avoid this is by establishing instructor presence.

·         Instructors should probe to elicit ongoing dialogue.

·         Socratic questions is a method to explore students’ perspectives.

·         Instructors should prompt for contextual meaning.

·         Provide consistent formative feedback.

·         Provide a rubric for discussion boards.

     An instructor who is actively engaged in the class can gather valuable insights into the needs of the students. He should keep in mind that as the instructor he is the content expert. It is the instructor's charge to provide a safe and effective online teaching and learning experience.

MacMillan, T., Forte, M., & Grant, C. (2014). Thematic Analysis of the "Games" Students Play in Asynchronous Learning Environments. Journal Of Asynchronous Learning Networks, 18(1),