Pedagogical Implications of Online Discussion for Preservice Teacher Training

This paper explores pedagogical implications of online discussion for preservice teacher training, based on a comparison study of synchronous and asynchronous discussions. The data—2,820 postings from synchronous discussion sessions and 336 postings from asynchronous discussions—were collected from 40 preservice students at an online university in South Korea during the Spring 2002 course “Pedagogy of Web-Based Instruction.” Analysis of the postings revealed that female students were more active than male students in online discussions. Synchronous online discussion, however, did not develop into the more serious learning stages beyond socialization. On the other hand, topic-related postings were dominant in the asynchronous discussion. The results imply that synchronous discussion is more useful for promoting social interaction while asynchronous discussion is more useful for task-oriented communication. Specific suggestions are offered as to the best use of online discussion tools, the pivotal role of tutors, and the need to promote male students’ active participation, in addition to providing technical support.