University teachers’ conceptions of learning through online discussion

Preliminary findings

Abstract

This paper reports work-in-progress phenomenographic research investigating university teachers’ conceptions of learning through online discussion. The study is being carried out at a large research-intensive University in Australia with fifteen teachers. Semi- structured interviews are complete and several transcripts have been analysed to reveal emerging categories of conception. Preliminary findings suggest that teachers consider learning through online discussion in four qualitatively different ways: (A) Learning through online discussion as a way to provide think-time; (B) Learning through online discussion as a way to enable accessibility; (C) Learning through online discussion as a way to foster a learning community; and (D) Learning through online discussion as a way to foster collaborative knowledge building. The outcomes of this study may have implications for university teachers, educational designers, academic developers and all those involved with the enhancement of student engagement, learning experiences and outcomes.