An Analysis on the Course-based Study Forums: Students PerspectiveBy Feng XueBeiwaiOnline

ContentsBackgroundRationaleResearch methodsResearch findingsDiscussionConclusion

BACKGROUND

Study ForumsEssential part of online educationUnsatisfactory participationResearch purposeTo identify reasons for low participationTo improve forum participation

Low participation at the course-based forums

Course-based study275233619.54%1938Skill-based practice912676147.33%14085Emotional communication33633113.57%12110Administration45237219.56%13093Total average6227

Post shares

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1938

14085

12110

13093

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Course-based study1938

Skill-based practice14085

Emotional communication12110

Administration13093

Research settingsTwo course-based study forumsNew online learners in their first termAvailable in two ways:ForumTutorial

RATIONALE

Features of ForumsMore emotional than academicProcess rather than result

Influential FactorsImportance of the courseLearners habit of communicating onlineLearners interest in the topicsLearners time management

RESEARCH METHOD

Research Designa. 37 valid anonymous questionnaires retrieved through SurveyMonkeyb. 8 expressed their opinions on the forum, real name (5 of the above learners did a & b)c. 0 emailedd. 67 (from 3 classes) answered paper-based questionnaires

Research DesignResearch points:

How the learners made use of the course-based forumsThe reasons for their frequent / infrequent use of the forum

Data DescriptionStructure of the online questionnaire:Questions 12 and 3 about participation in course-based study forumQuestions 4567 and 10 about suggestions or observations on the forum study activities

RESEARCH FINDINGS

Frequency of forum visit -1Once a day : 30.6Twice a week : 19.4%< once a fortnight : 19.4%Twice a day : 13.9%Once a week : 8.3%Once a fortnight: 5.6%Many times a day: 2.8%

Frequency of forum visit -2

22 out of the 37 could participate in one form or anotherRaising questionsAnswering other learners questionsGiving commentsGiving support

15 of them have never put up a postFrequency of forum visit -3

Result of the paper-based survey-11.5% think the course-based forums are highly helpful for their studies23.1% think the course-based forums are helpful

14.9% seldom come to the course-based forums15.4% have never been to the course-based forums

Unaware of this form of communication10.7%Not used to this form of communication40%Unable to use the forums because of time constraint or limited Internet accessibility48%Learners s explanation for their low participationResult of the paper-based survey-2

Other DiscoveriesFrom the online questionnaire

Values of the forums1. I like the good English articles and the reading guide introduced here. (2)The forums provide an opportunity to publish learners free writings and the writers can exchange comments. (3)2. I can come here to find answers to my questions when I am studying on my own.(3)3. Responsible, encouraging and prompt moderation. (6)4. The forums broaden our view and enhance our learning interest. The forum has become the motivating factor in my course study.(3)5. It is a good platform to communicate with other learners in English.(2)

For improvement 1. The course study forums are not placed at an advantageous location. More propaganda (such as pop-up ads or phone messages) is needed to let more students know about their existence and to keep reminding them of the activities here. (3)2. Some students tend to discuss personal issues on the forums, and they should be deleted. The very personal comments impress the new comers as an enclosed social circle and hinder their further involvement.(2)3. I think some students command of English doesn't qualify them to revise other students articles. They shouldnt be encouraged to give more comments. (1)

Suggestions1. More explanation to the texts should be provided, especially to the common problems in the textbook exercises, assignments and examinations. (5)2. Some grammar and vocabulary teaching can be carried out in the forums. Were not strong in grammar and its hard to understand the grammar books. (2)3. The forums are not attractive enough in form. I hope to find more exciting and lively forms of activities in the forums. (1)4. Some listening and speaking activities can be added to the forums. (1)

DISCUSSION

Silent viewers Silent viewers exist in most of the frequency groups.

Correlation between frequency of forum visit and post numbers

Frequency of Forum VisitPercentage of viewersMany times a day0% Every half day0% Once a day18%Once a week67%Twice a week43%Once a fortnight50%Less than once a fortnight 86%N/A100%

Forum VisitsCorrelationForum visiting frequency with possibilities of being inactive (complete silent viewers)

Reasons

Reasons for visiting but not posting are almost the same for different kinds of participants.Therefore , it is safe to summarise the reasons as a whole (in the order of significance):

Reasons for silence

Reasons%The forum posts are valuable to me to some extent , but I have nothing to share with others ( ) 1441%Have got no time to reply ()934%Not confident in my own language quality and afraid of being laughed at ()514%Not used to communicating with teachers and peer students on the forum ()38.8%Time consuming to reply or put up posts given the unstable Internet connection (/)25.9%What people put on the forum is pointless to me ()12.9%

Result of the paper-based surveyLearners s explanation for their low participationUnaware of this form of communication10.7%Not used to this form of communication40%Unable to use the forums because of time constraint or limited Internet accessibility45%

CONCLUSION

General Conclusion Very helpful to a fraction of learnersNot well accepted by the majority of new online learners

General ConclusionReasons for non-/low participation:UnawarenessReluctance in learning habit changeTime constraintTechnical difficultiesLack of topicsLack of confidence

ImplicationsWe should:More effective promotionGuidance in adaptationGuidance in time managementMore encouraging and involving

Thank you!

APPENDICES

SurveyMonkey result presentation

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