Research Problem
Online discussions have been a critical component of many programs as online learning has grown in popularity. In their 2013 study, authors Wise, Chang, Duffy, and del Valle look at patterns of online listening practices among students participating in online discussions. The authors prove that listening behavior is crucial and can be utilized in various activities and tailored to the learning process. The researchers point out that listening habits have not received as much attention in online debate participation studies as posting and reacting have.
Research Questions
The authors pose two research questions to address this gap in the research. The first inquiry concerns the students’ listening behaviors when participating in asynchronous online discussions with other participants (Wise et al., 2013). The second question is how these listening techniques manifest themselves throughout a real conversation (Wise et al., 2013).
Research Methods
The authors used a qualitative approach to investigate these questions, focusing on ninety-six participating students (Wise et al., 2013). To delve deeper into the manifestations of listening behavior in online discussions, a course with blended formats was used, with both online and offline activities. This study aimed to understand better how various learners listen to online discussions.
Research Findings
The cluster analysis revealed three unique patterns of interaction that appear to represent qualitatively various ways to participate in online debates (Wise et al., 2013). The three methods are concentrated listening, broad listening, and superficial listening (Wise et al., 2013). The findings show that involvement in online discussions includes listening as a crucial and distinct skill (Wise et al., 2013).
Overall, the authors contend that comprehending patterns of online listening habits might offer insightful information on how students interact with online content and participate in online dialogues (Wise et al., 2013). They suggest that at the course’s beginning, instructors can gather click stream data to identify the tactics being used and provide customized feedback.
Research Implications
Hence, the study’s authors demonstrate how listening is an essential skill that can be applied to various tasks and adjusted to the learning process. To address the issue, the researchers applied a qualitative method. Authors propose that teachers use click stream data collected at the start of the course to determine the strategies employed and offer personalized feedback.
Reference
Wise, A. F., Speer, J., Marbouti, F., & Hsiao, Y. T. (2013). Broadening the notion of participation in online discussions: Examining patterns in learners’ online listening behaviors. Instructional Science, 41, 323-343. Web.