Abstract
Collaborative online work is a central component of much distance learning and relies on active participation to be an effective part of the learning experience. Online forums from the Open University course ‘U316 The Environmental Web’ were analysed to determine student participation levels, keyword use, and links to assessment and academic performance. Semi-structured interviews were also conducted with tutors and students. There are statistical links between participation level and academic success, however some less actively participating students are able to achieve academic success comparable to their more active peers. Variation between tutor groups is noted and in many cases outweighs the effects of participation level. Factors affecting student participation are considered in order to identify those that may be changed by actions at the individual tutor and/or course design/management level. Analysis of course results and participation levels are used to investigate what actions might be effective in improving student participation.
Key findings
· Strong variation between tutor groups.
· Levels of participation vary widely; this does not necessarily translate into differences in academic performance. Where there is a significant effect of participation, it is seen in continuous assessment rather than the final project.
· Allocation of marks for participation can (but doesn’t always) increase participation.
· Students participating at a low level are often able to achieve academic success equal to that of their more actively participating peers. This free-loading aspect creates the idea of an ‘e-Commons’ but may be a rational strategy.
· There is a drop-off in the level of participation in online discussions as the course progresses.
· IT issues are the most frequent topic raised, then time pressure and specific course activity queries.
· Later first posting links to lower levels of overall participation and reduced academic success.
Solutions 1: selected tutor actions
· Early on, post ‘hints and tips’ e.g. tutor-specific ‘ground rules’ and advice helping to prevent IT problems. Make sure everyone is online and encourage late-starters to get involved as soon as possible.
· Highlight the importance of the course timetable, and encourage students to get in touch promptly if time pressure looks like it may be problematic. Post reminders about start dates and deadlines for activities. Include a brief summary of the key aims; this provides welcome guidance without ‘spoon-feeding’.
· Remind students about online activities that are directly assessed or feed into assignments to be indirectly assessed.
· If students join an ongoing debate, many simply agree with what’s already been posted. To encourage genuine participation, post further follow-on questions and if necessary post a summary of the position so far.
· Between debates, keep forums active by posting topical messages. Consider taking a ‘devil’s advocate’ position to stir up debate. Avoid posting long contributions to debates – step back and let students be self-managing.
Solutions 2: selected course design & management options
· Do not overload students with IT requirements. Even on an online course, students do not like being ‘tied to their computers’.
· A greater level of timetabled flexibility would be welcomed by students. Provide guidance for broad-issue discussions.
· Later in the course, provide results information e.g. the likely date results will be posted, their format and the nature of any feedback.
· Provide course-specific (rather than generic) support ‘toolkits’.