Investigating participants' behaviors in a Web-delivered distance education course as evidenced in text-only messages posted to online discussion boards

The present study sought to understand what happened during one web-delivered distance education course offered as professional development for teachers. Within the context of the sample, the present study investigated participants' behaviors as evidenced in their text-only messages posted to the asynchronous, online bulletin boards, the only means of communication in the course. The present study analyzed the content of participants' messages identifying (1) the types and quantity of behaviors participants evidenced in their messages, (2) the ways participants used the elements of the text-only communication environment and (3) how participants enacted their roles as students and teachers.; The sample studied was one offering of the web-delivered distance education course offered by WNET, the New York and New Jersey public broadcasting system. The United Federation of Teachers used the WNET web-delivered course as part of a professional development course offered to New York City's public-school teachers. The participants in the sample consisted of 45 students and 2 teachers who were all New York City public school teachers and UFT members.; The present study found participants were actively engaged in the course with student interacting with other students and with the teachers. Students and course teachers collaborated with each other about course related and non-course related topics. The learning environment was student-centered as students initiated the majority of actions and course teachers responded to those actions. Students posted 65% and course teachers posted 35% of the 1,419 messages. Of the 917 students' original message, 63% were original messages and 37% were replies to course teachers and other students. 97% of the teachers' messages were replies to students. The teachers reacted to students by providing responses to student initiated actions and discussions. Students and teachers shared the responsibility of a traditional teacher role. Students helped each other with assignments and provided feedback on students' assignments. Course teachers retained such tasks as monitoring students' progress in the course to meet the requirements to receive CEU credits.; Students and course teachers consciously chose to use the elements of the text-only environment for a number of purposes. They used the elements of written text to create social presence and to create an informal and conversational communication environment. Students created social presence that not only projected their persona but also engaged other students in creating a communication community. Students included remarks of a personal and professional nature in the assignments submitted and the other messages posted.; Overall, the participants in the sample studied created a warm and conversational communication environment. Students and course teachers were engaged participants creating an active, student-centered learning environment.