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Friday, March 03, 2006
Mapping MLIS Asynchronous Discussions - Barbara A. Frey, Millie S. Sass, Susan W. Alman, ITDL
Asynchronous discussions offer a convenient, flexible communication forum to actively engage students and enhance learning. This paper describes a formative assessment process of mapping discussions to analyze group interaction and critical thinking skills in a graduate level Library and Information Science course. Discussions of various depth, breadth, and complexity were mapped, beginning with the initial or parent posting and branching to include all student responses within a thread. Postings were analyzed with a content analysis tool to identify statements according to the level of cognitive skill, questions, reflections, and affirmations. In general, open-ended questions solicited contributions at higher cognitive levels. The deepness of ongoing responses in a discussion did not necessarily lead to higher levels of thinking. Recommendations include training students to manage discussion threads they begin, to write clear, concise contributions, and to use subject lines as advanced organizers for each posting or reply. In addition, facilitators should establish clear expectations, summarize forums, and model effective online communication strategies.
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