Pedagogy

Value (mathematics)

Asynchronous learning

Online learning

Computer network

Multimedia

World Wide Web

Mathematics education

Machine learning

Asynchronous communication

Psychology

Relation (database)

Set (abstract data type)

Synchronous learning

Programming language

Constructivist teaching methods

Online discussion

TUTOR

Computer science

Cooperative learning

Teaching method

Curriculum

Database

Online Learning

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous online discussion—in particular the opportunities for interaction between learners, and permanent access to these interactions—are found to be frequently based on social constructivist principles. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within online forums are described. These are discussed in relation to the nature of curriculum design, software design, tutor support, and learners’ attitudes and previous experience. The conditions under which asynchronous online discussion may best support learning are set out, and avenues for future research are suggested.

A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND LEARNING IN HIGHER EDUCATION