An Analysis of Student Practices in Asynchronous Computer Conferencing Courses

Abstract

While much has been written about the constructivist affordances of asynchronous computer conferencing environments, there have been relatively few studies that examine, in detail, what students actually do online, and how these practices either support, or interfere with, learning. The current study examined the online habits and “survival strategies” of 57 students enrolled in graduate-level distance education courses. Using a questionnaire and interviews as data sources, the analysis identified a number of common habits and strategies that online learners typically employed during their conferencing sessions. It is argued that many of these strategies helped learners meet course requirements more efficiently, but in doing so, they often undermined learning.

Keywords: Distance Education,  distance education courses,  Students