An important factor to consider when managing the success of discussion boards is how to make the transition from a set of tentatively linked posts to worthwhile, knowledge building interactions (Dennen,2005, Salmon, 2004). In order for work-based learners to share their professional experiences and learn from each other, they must feel comfortable with the online environment they are working in. For example, non-participation in the instigation of discussions may mean that students become anxious and isolated, causing them to refrain from joining discussions at a later date (Zembylas and Vrasidas, 2007). In order for higher order thinking to occur in discussion boards, an integrated group is essential (McLoughlin and Mynard, 2009). This integration needs to occur early on in course (Salmon,2004) and consideration made to how to overcome the time barriers experienced by the learners. This presents challenges when working within this non-traditional cohort due to their demanding professional role and living in different time zones. This nature of their study patterns hinders a succinct flow of dialogue in discussions boards, which in inhibits students from partaking in critical discussion. As detailed above, the characteristics of our participant group create certain barriers to critical reflection and knowledge construction in a collaborative learning environment. Many of the students in this group are new to online environments, especially as tools for learning, and some of the more mature students are not comfortable with online activities other than the basic email and word processing tools. Even for those students who are familiar with online environments, many are new to learning within these environments, and therefore may not be aware of the benefits of engaging in these activities, or the way in which they should behave within these environments. In addition, many students are international, and therefore language may be a barrier that is preventing them from fully engaging with others. Some have commented that they are not confident enough to expose their weaknesses of the English language with a community of learners, most of whom they do not know. Many work-based mature learners may also be lacking in academic skills at higher education level, and may not have studied for many years. These potential barriers are likely to lead to resistance to engage, and therefore must be considered when designing the curriculum and activities in the discussion boards. Other barriers include busy work schedules with unpredictable shift patterns, family commitments, and demanding professional roles. These factors will inevitably impact on the students‟ ability to engage critically and reflectively in online discussions, and will hinder the development of higher order thinking. Our study revealed that, with these students there is a serious lack of a sense of community, and students do not feel part of a community of learners within the online environment. This also links with the failure on the part of the institutions and instructors to address the preconceptions students have about discussion boards. The students on our groups were not aware of the educational benefits of collaborative learning, and saw no need to engage with discussion boards. This may also have been partly due to the lack of structure and purpose to the discussion board activities, and perhaps an increase in task-oriented activities would foster more communication. These barriers often lead to a lack of understanding of the purposes of discussion board activities, and in turn to an under-use of this type of collaboration tool.
eLearning Papers • www.elearningpapers.eu • Nº 21 • September 2010 • ISSN 1887-1542
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