Teacher candidate perceptions on alternative asynchronous online discussion boards

Year 2020, Volume: 3 Issue: 3, 288 - 310, 30.09.2020

Jennie Carr

https://doi.org/10.31681/jetol.752283

Cited By: 4

Abstract

Asynchronous online discussion boards are frequently utilized as a pedagogical tool within traditional, hybrid, and online higher education courses. Research has found teacher candidates can be disenchanted with the monotonous structure of traditional asynchronous online discussion boards. In educator preparation, we claim to understand teacher candidates learn differently. Yet, the majority of assignments have a linguistic focus. This demonstration of knowledge is not effective for all teacher candidates. To support all teacher candidates, faculty can find ways to differentiate by incorporating alternative asynchronous discussion board platforms. Four platforms were compared in this study: traditional written response, video response, Flipgrid, and BookSnaps. A mixed-methods approach was used with elementary teacher candidates (n=77) to answer the following research question: 1) What asynchronous online discussion board platform enhanced teacher candidates perceptions of creativity, ability to demonstrate content understanding, student voice, and usefulness toward learning? It is important to understand the factors, which create a high-quality asynchronous discussion board experience. This research can help faculty to determine how to strengthen the asynchronous online discussion board learning experience.

Keywords

asynchronous discussion boards, instructional technology, online learning

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