Comparative Study of Synchronous and Asynchronous Online Case Discussions
Barbara Levin, Holly Robbins, He Ye, University of North Carolina at Greensboro, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study compares preservice teachers' preferences during online case discussions for synchronous vs. asynchronous modes and facilitation by peers or the instructor during a web-supported course on classroom management. Findings from surveys indicated that participants' strong initial preference for asynchronous discussions changed by the end of the semester, but preferences for peer vs. instructor facilitation remained about the same. Means for participants' initial and final responses to a dilemma-based case were statistically higher in a re-analysis of the case. An analysis of participants' responses as to why and/or how their thinking about the case changed or remained the same during the semester is provided. Explanations of participants' preferences for synchronous vs. asynchronous and peer or instructor-facilitated online case discussions are also provided.
Levin, B., Robbins, H. & Ye, H. (2004). Comparative Study of Synchronous and Asynchronous Online Case Discussions. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 551-558). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).