Perspectives on the Use of 'Anonymous' Discussion Forums in Undergraduate Education Courses

Y

27

Foreign Countries; Undergraduate Study; Preservice Teacher Education; Methods Courses; Secondary School Science; Social Environment; Web Based Instruction; Instructional Design; Student Attitudes; Web 2.0 Technologies; Blended Learning; Computer Mediated Communication; Distance Education; Electronic Learning; Discussion; Interviews; Observation; Discourse Analysis

1499-6677

This paper theorizes issues involved with conflicts between participation in on-line settings and real-world social commitments, such as has recently happened in schools with students using public discussion forums for classes. We problematize how real-world social commitments negatively affect participation in online learning environments frequently used in classrooms. Drawing on interviews with, observations by, and written submissions from our students who participated in "hybrid" courses using an approach where identity was concealed in online discussions from other class participants (but not from the instructors), we discuss implications of this issue for evaluating forum submissions by students. Our analysis uses a cultural-historical activity theory framework to conceptualize implications from this "partially anonymous" forum approach and the resultant changes in participation in the learning environment. (Contains 4 figures.)

As Provided

56

2012

EJ981799