| The major focus of this study was to examine discussion in three instructional environments---fully asynchronous, hybrid, and face-to-face. The study examined the social, cognitive, and teaching processes in each environment to determine the learning affordances of each instructional medium as perceived by the teachers and students. Findings from this study suggest the following.; In both mediums, face-to-face and online, constructive feedback was characterized by uptake and scaffolding.; A number of features influenced whether students received feedback online, including, the length, the clarity, the adherence to Standard English, and the timeliness of posts. When scaffolding does occur online, it is just as effective as in face-to-face learning environments.; Also in terms of feedback and student participation, students who do no more than just nod their heads can appear to be apathetic. This parallels the online learning medium in the form of Late and "I agree" types of posts. Other factors that affect the quality of discussion specifically in the online environment are thoughtless subject titles of posts and the failure to capitalize on the recursive nature of writing. Additionally, teachers influence the interaction taking place or not taking place between online students by the frequency with which they participate in the discussion.; Socially, in the online learning medium, a lack of community and a lack helpful discussion does not appear to impede participation on the part of students as long as there is a minimum number of required postings.; These findings from the face-to-face and fully online environments also apply in the hybrid context, for it encompasses both environments. However, the hybrid's uniqueness allows one medium to act as an advanced organizer for discussion in the other, making the nature of the hybrid classroom one of seamless integration. Because the hybrid also offers more points of entry, students and teachers have more opportunities to get to know and see more of the whole person. Finally, non-native speakers have more opportunities to acquire a second language in the hybrid context. |
