Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 12 > No. 4 (2007)
The purpose of this phenomenological study was to understand students’ perceptions of using asynchronous on line discussion as a learning tool. Six pre-service teachers who took a course in educational technology applications for secondary grades at a Rocky Mountain region mid-sized university were selected to be interviewed. Phenomenological data analysis was used to analyze the interview data. The interviewees’ perceptions of the asynchronous on line discussions centered around purposes, group size, tools for learning, advantages/disadvantages, and the instructor’s role. The findings of this study provide instructors with helpful information on how students perceive asynchronous online discussion and also provide instructors with possible interventions to enhance students’ motivations for participating in asynchronous online discussion.
synchronous Online Discussion, Pre-service Teachers, Phenomenology, Instructional Design, and Teaching Online
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Yeh, H., & Lahman, M. (2007). Pre-Service Teachers’ Perceptions of Asynchronous Online Discussion on Blackboard. The Qualitative Report, 12(4), 680-704. https://doi.org/10.46743/2160-3715/2007.1619
Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons