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To Lurk or Not to Lurk: A Review of Online Discussion

Submitted by Lindsay Bennett Memorial University of Newfoundland Faculty of Education Education 6620

Submitted to George Hache

August 3rd 2011

To Lurk or Not to Lurk: A Review of Online Discussion


Introduction

In this ever changing world the role of the professional is becoming an increasingly difficult position to maintain. Various organizations and professional individuals struggle to remain current in their respective fields and vocations due to the wealth of knowledge and technology that continues to emerge daily. The seemingly never ending mission to update qualifications and procedures is exhausting and so it is little wonder that e-learning has become a prominent fixture in this fast paced society. Online education, or e-learning, is the most cost effective and time friendly solution available to individuals seeking improvement and so a wide range of educational establishments and various organizations have embraced this mode of instruction. While e-learning is a very popular trend at the moment, as with anything, it is not a perfect system. Consider, in particular, the use of discussion in online learning environments, while many perceive the discussion forum a natural appendage to the body of knowledge that is e-learning; there are some that feel it is little more than a nuisance. Yet despite any mixed feelings discussion boards have become the central element in every classroom management system that extends teaching beyond the traditional campus classroom (Levine, 2007, p.67). The purpose of this paper is to review the characteristics of online discussion by underlining the advantages and disadvantages associated with the discussion forum, review the typical online participants and ultimately assess the overall effectiveness of the online discussion forum. As it is the purpose of this paper to examine whether the use of online discussions in online learning environments are effective or not, it is logical to first consider the advantages and disadvantages associated with online discussions.

To Lurk or Not to Lurk: A Review of Online Discussion


Asynchronous & Synchronous

Before delving into the positive and negative aspects of online discussion it is prudent to describe the methods of communication typically employed in the realm of e-learning, namely asynchronous and synchronous. Asynchronous form of e-learning is distinctive in that it utilizes the platform of email and discussion boards, whereas synchronous e-learning operates through a more instantaneous form of media, such as videoconferencing and chat. (Hrastinski, 2008) Individuals are often drawn to an asynchronous method of e-learning, as a learner is able to sit and read through emails, downloads and discussions, has the time to reflect upon the readings, and is then able to post a structured response. Therefore, the asynchronous approach is often favoured for its ability to balance alongside other lifestyle demands. (Hrastinski, 2008) The synchronous method has merit in that learners are able to avoid frustrations associated with delayed response times, as individuals are able to communicate in real time allowing online students to feel like they are part of a group rather than a single figure. (Hrastinski, 2008) At present, despite the wealth of articles that assert the superiority of one method of elearning over the other, there is no clear victor and so the debate between asynchronous and synchronous e-learning practices continues. This paper will not attempt to recommend a favoured approach but will remain neutral and merely suggest that for the moment superiority is based on preference. Though, for the purposes of this paper, attention will be focused on the asynchronous method as it is this approach through which discussion boards operate. While most online education courses utilize both asynchronous and synchronous elearning methods, and their individual merits have been briefly mentioned earlier, it is the discussion board or forum that has become the principal tool that online instructors employ to

To Lurk or Not to Lurk: A Review of Online Discussion

initiate and facilitate interaction between learners (Gradel & Edson, 2010). Without question, discussion boards have become a useful if not essential tool in any online course but does this high level of use equate to a good understanding of curriculum outcomes? Are online educators overusing this system? Gradel and Edson (2010) propose that this reliance upon discussion boards as a means of interaction suggests that there is a belief that interaction equates collaboration. If this is the case and it is widely accepted throughout online academia that interaction through discussion boards, threads and forums is the sole basis for successful and meaningful learning, then there is indeed cause for concern.
Why Discussion Forums?

Before investigating the effectiveness of online discussion any further, the question must be raised; why is online discussion such an integral aspect of e-learning? Porto (2006) claims that the monitoring of discussion threads is a way to determine if students are keeping pace with the online learning activities, their commitment with the learning community and their necessary involvement with course content (p.1). More often than not the level of participation in online discussions is determined through quantitative means rather than qualitative (Hrastinski, 2009). If it is generally assumed that the characteristics of a good online discussion are dependent upon frequent contributions then presumably all discussion boards must be overflowing with comments and posts. But is this the truly the case?
Online Discussion Participant Types

It is the standard among online learning environments to employ discussion boards, forums or threads to instigate, as the name implies, discussion. It is common practice for web-based instructors to facilitate discussion by assigning pertinent readings and setting questions that must

To Lurk or Not to Lurk: A Review of Online Discussion

be answered through the discussion forums, in addition, it is often encouraged if not expected for students to comment upon the discussion posts offered by their peers. Romiszowski and Mason (2004) noted a common trend observed among discussion forums in terms of student activity and participation, that is, students can be categorized into three groups (levels) of activity. a) Students (typically the majority) that do not offer any contribution in a discussion forum. b) Students (typically a modest number) that make a small contribution in a discussion forum. c) Students (typically a very small number) that make regular and lengthy contributions in discussion a forum. Does this classification or zoning of students appear familiar? Apply the same categorization in a traditional classroom setting; do all students actively engage in class discussion? Does this mean that the silent students in a traditional classroom are not learning? Does this mean that the online or distance education students that refrain from message contributions yet read the posts of other students are not learning? The silent participant is a bit of a mystery in the online learning community. Sadly, and perhaps unfairly, there is a negative connotation attached to the silent or passive online student, known also as a lurker. The term lurker is not a new word or concept but for the purposes of this paper we will employ the definition supplied by Romiszowski and Mason (2004) which describes a lurker as an individual that absorbs knowledge via the discussion board through the passive consumption of electronic discussion (p.399).

To Lurk or Not to Lurk: A Review of Online Discussion

As a lurker provides virtually no contribution to a discussion there is only one of two conclusions that may be drawn: a) the individual is unable to contribute anything further on the discussion in question, which in itself is an indication of discussion fatigue (Gradel & Edson, 2010), a concept that will be discussed at greater length in due course; b) the individual is simply not interested in the subject or has not completed the related research and or reading and so is unable to submit anything of worth to the discussion. It is problematic for the instructor to gauge whether the lurker is learning. Even more concerning is the rarely questioned and unfair belief that suggests that passive or silent online discussion participants (recipients) are not fully processing the content (Romiszowski &Mason, 2004). Yet Hrastinski (2009) argues that reading in itself is not a passive activity for it promotes reflection and an individual must be actively engaged in order to reflect.
Challenges of Online Discussion

If it is customary for online discussion forums to be a mix of the types of students as identified earlier by Romiszowski and Mason then one questions the effectiveness of online discussion. It is logical to assume that a discussion is only as good as the contributions offered by its participants. If only a small number of individuals dominate the discussion board, can it truly be considered a discussion? With that in mind, if the typical discussion board is dominated by a set group of individuals, is that truly considered to be a discussion? Baglione and Nastanski (2007) responds to this issue by suggesting that instructors should offer explanations as to the validity and purpose of discussion boards and clarify that they (discussion forums) are vital in initiating critical thinking skills.

To Lurk or Not to Lurk: A Review of Online Discussion

Over recent years there has been much literature and research dedicated in exploring the issues surrounding online discussion boards. Such literature supports the belief that interaction is a vital component of online learning and that student and instructor satisfaction is dependent upon the quality and quantity of interactions (Romiszowski & Mason, 2004, p.415). In reality, online discussion is not necessarily conducive of quality interactions. While attempting to encourage students to participate in online discussion is a feat in itself, there are a number of other challenges connected with the facilitation of online discussion and it is these challenges that negate the potential learning opportunities of online discussions. What is the ideal level of participation in an online discussion? Porto (2006) admits that while there is no true figure considered to be the optimum level of participation in an online discussion she warns that online participation is a definite factor when determining the final mark of a student. Whereas Baglione and Nastanski (2007) suggests that instructors would encourage higher level of participation if course outlines specifically stated the amount of posts required per student (p.141). Furthermore, when developing syllabi for online courses instructors must consider the level of use in which the discussion board will be employed. Baglione and Nastanski raise an excellent point; it is likely that this concept of assigning a set figure of posts per discussion would alleviate some of the discussion fatigue symptoms described by Gradel and Edson, which will be addressed in the next section. Another issue that can contribute to a negative online learning experience relates to the fact that the learner is part of a hidden student body. Being unable to view the other participants in the discussion forum prevents the learner from discerning subtle body language and can lead to misinterpretation. (Baglione & Nastanski, 2007) It is a weak argument at best, for computer

To Lurk or Not to Lurk: A Review of Online Discussion

mediated communication is the nature of e-learning and one may assume that any discomfort can be eased over time and with practice.
Discussion Fatigue

It has been suggested that online education students often feel that discussion related tasks are unnecessary and tend to view the requirement as yet another item to be completed (Gradel & Edson, 2010). An even more sinister aspect of online discussion forums has recently been identified; the birth of discussion fatigue. The concept of discussion fatigue is a notion coined by Gradel and Edson (2010) that reflects the fatigue often felt by e-learners that have been over exposed to discussion boards. Gradel and Edson (2010) have described the definition of discussion fatigue to be the following: When students (a) hurry to do their initial posts on a topic to ensure that their (earlier) posts are unique vs. redundant; (b) make redundant posts, i.e., virtually repeating what others have said; (c) generate patterned type responses to all discussion prompts/topics (e.g. suggesting a link relevant to each topic rather than synthesizing a more complex response (p.195). This idea that there is a race with other learners (competitors) to post a meaningful and thought-provoking response in a discussion forum is draining. This paper proposes that the rise of discussion fatigue will become a growing problem among e-learners until efforts are made to improve the regulations governing the discussion board. It is a situation that should become a priority to all web-based instructors and e-learning establishments. It is a topic that warrants further investigation to prevent disillusioned and disengaged e-learning students.

To Lurk or Not to Lurk: A Review of Online Discussion


Advantages of Online Discussion

The disadvantages and challenges outlined earlier in this paper are countered with numerous literature and research that offer the advantages to be gained through the use of online discussion, for both students and instructors. The faculty perspective maintains that online discussion provides a documented and preserved sequence of learning. An instructor is able to monitor the steady progression of comprehension and contribution throughout the course. It provides an excellent opportunity for instructors to offer constructive feedback to learners, as online discussion threads are able to be saved and reviewed, an option that is not available in a traditional classroom discussion. (Baglione & Nastanski, 2007) Online discussion provides a level of physical anonymity that is not available in a traditional classroom setting. (Baglione & Nastanski, 2007) This ability to remain an unknown entity in cyberspace is a comfort blanket to those individuals that would normally slink into the corners of the traditional classroom and remain quiet. Physical anonymity provides a voice to an otherwise silent individual. A key feature of online discussion boards is that it allows participants to devise a suitable and considerate contribution due to the amount of time dedicated to any given discussion. This creates a rich and engaging forum that encourages discussion and exchange of information. (Baglione & Nastanski, 2007) Online discussion enables e-learners to participate at their own pace and takes the pressure off the individual. The shy student is not trembling in the seat at the knowledge that s/he might be called on next as is typical in the traditional classroom. (Baglione & Nastanski, 2007)

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Conclusion This paper has presented both the advantages and disadvantages associated with online discussion in online learning environments and the types of individuals that participate, both actively and passively, in the online discussion boards. This paper does not presume to suggest that online discussion is not effective per se as there is a great deal of evidence that proves otherwise. Rather it is proposed that online discussion is only as effective as the method of application and the level of observation maintained by the instructor. While it is unlikely that discussion boards will ever operate with contributions from all members that does not translate into lack of learning. Romiszowski and Mason (2004) raise an interesting point, just because technology has provided the means through which everyone may offer a contribution in a discussion forum does not necessarily mean that they should. It would be ineffectual to have every single student in a traditional classroom speak out and add to a discussion; this paper suggests it is just as ineffectual to have every single e-learner contribute a comment in a discussion. The reality is such that there is only so many ways an individual can phrase a single thought; repetition becomes stale and so less is more. Online discussion boards are extremely adept at promoting conversation and promote structured critical responses from participants (Baglione & Nastanski, 2007) but the purpose of the discussion must be made clear. This paper would encourage instructors to incorporate Baglione and Nastanksis suggestion to set the required number of posts expected of each student in an effort to avoid discussion fatigue. To conclude it is hoped that this paper has drawn awareness to the advantages and disadvantages of online discussion and at the same time initiated consideration on the concept of

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discussion fatigue. The online discussion board is an appropriate tool that if employed accurately will create an optimum learning environment with quality interaction. Yet caution must be taken that the discussion board does not become the new 21st Century form of busy work. (Gradel & Edson, 2010, p. 195)

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References Baglione, S., & Nastanski, M. (2007) The Superiority of Online Discussion: Faculty Perceptions. The Quarterly Review of Distance Education, 8. Retrieved from http://web.ebscohost.com.qe2aproxy.mun.ca/ehost/pdfviewer/pdfviewer?sid=9b56b187-0437-4dd4-93e5-b00899e539ae %40sessionmgr11&vid=2&hid=8 Gradel, K., & Edson, A. J. (2010) Cooperative Learning: Smart Pedagogy and Tools for Online and Hybrid Courses. Journal of Educational Technology Systems, 39. Retrieved from http://web.ebscohost.com.qe2a-proxy.mun.ca/ehost/pdfviewer/pdfviewer?sid=22b2a042-1b2e48b0-abb7-e2bed6573616%40sessionmgr10&vid=2&hid=8 Hrastinski, S. (2008) Asynchronous and Synchronous E-Learning. EDUCAUSE Quarterly, 31. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/Asyn chronousandSynchronousELea/163445 Hrastinski, S. (2009) A Theory of Online Learning as Online Participation. Computers and Education, 52. Retrieved from http://www.sciencedirect.com.qe2a-proxy.mun.ca/science? _ob=MImg&_imagekey=B6VCJ-4T72JVY-11&_cdi=5956&_user=1069227&_pii=S0360131508000997&_origin=gateway&_coverDate=01 %2F31%2F2009&_sk=999479998&view=c&wchp=dGLbVzWzSkzV&md5=dba364cdfab4de3d56ad5db765f75db0&ie=/sdarticle.pdf Levin, S. J. (2007) The Online Discussion Board. New Directions for Adult and Continuing Education, 113.Retrieved from http://onlinelibrary.wiley.com.qe2aproxy.mun.ca/doi/10.1002/ace.248/pdf Porto, S. (2006) Online Participation as an Instrument of Learning and Assessment. Retrieved from http://deoracle.org/online-pedagogy/classroom-communication/online-participation-as-aninstrument-of-learning-and-assessment.html Romiszowski, A., & Mason, R. (2004) Computer Mediated Communication. (Chapter 15) Retrieved from http://www.aect.org/edtech/15.pdf

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