Learning in online discussions

Tam Kam Chuen
The Open University of Hong Kong
Hong Kong SAR, China

Asynchronous text-based conferencing has been widely adopted in online learning, enabling students to study in a more flexible way. Garrison et al. (2000) have developed a conceptual framework and model of a community of inquiry to achieve a successful higher educational experience. In the community of inquiry model, cognitive presence, social presence and teaching presence are essential for educational transactions.

In this study, messages in a computer conference of a postgraduate course of OUHK were selected for examination, and conference messages were clustered into categories and interaction patterns. Content analysis was adopted for analysing the transcripts of the discussion messages. Cognitive presence, social presence and teaching presence in the online discussion were identified. The analysis of the messages posted shows that participants develop their own knowledge in a community of inquiry by communicating with one another. Under the guidance of tutors, students are facilitated to reflect on some issues more deeply in the threaded discussion. Evidence shows that a well-designed computer conference can develop significant and distinct cohesion for knowledge construction through a collaborative learning process.