How Do e-Learners Participate in Synchronous Online Discussions? Evolutionary and Social Psychological Perspectives

Abstract

Computer-mediated communication (CMC) has been adopted in most e-learning settings. However, few research studies have considered the effect of different CMCs in such settings. This study examined how and why synchronous communication , as a complement to asynchronous communication , affected participation in online discussions . Two online classes that participated in two asynchronous and two synchronous online discussions were examined. The analysis of empirical data was supported by a combination of evolutionary and social psychological theories. Actual and perceived measures of participation indicated that synchronous communication induced personal participation , which should be regarded as a complement to cognitive participation . Personal participation describes more intense interaction better supported by synchronous communication while cognitive participation is a more reflective type of participation better supported by asynchronous communication. In synchronous discussions, the e-learners felt that they worked together and were not restricted to only discuss course content. This was likely to induce arousal and motivation and increased convergence on meaning, especially in small groups.