Developing and implementing asynchronous online discussions to facilitate deep learning among trainee teachers in a non-western and non-native English speaking setting

This study examined how to develop and implement asynchronous online discussions using design principles and guidelines drawn from constructivist principles such that deep learning is facilitated among non-western trainee teachers who are non-native English speakers. The study was conducted among eleven non-native English speaking trainee teachers in a non-western learning context. Reeves' model of design-based research (DBR) was chosen to guide the research design of the study. This approach allowed the researcher to design and implement online discussions based on design principles and guidelines that were progressively and iteratively tested and refined. The study consisted of four phases, namely identification of a practical problem, development of an online discussion based on draft design principles, testing and refinement of the design principles, and reflection to develop contextually sensitive design principles. Mixed methods of data collection and analysis were used during the different phases of the study. Data from literature review, questionnaires, online discussion transcripts, semi-structured interviews and a reflective log were gathered and analysed during the different phases of the study. The degree and nature of the tutor's online interaction were influenced by trainees' mixed conceptions about teaching and learning. The findings revealed that the tutor should encourage and guide trainees to express their disagreements and objections clearly and politely to maintain a sense of safety and trust, and to promote active and meaningful online interaction. To address language barriers, adequate time should be allowed for reading and interpreting learning materials and postings. Moreover, focus should be on clear formulation of ideas, using the appropriate wordings and tone rather than on the grammar, spelling and punctuation. The provision of marks and clear assessment criteria are also important. Content analysis of trainee's online postings using Henri's model showed that there were more deep level postings than surface level postings. It can thus be concluded that when culture and language are given due consideration in the formulation of design principles and guidelines drawn from constructivist principles, online discussions can facilitate deep learning among non-western and non-native English speaking students. The findings also suggest that DBR is an appropriate research approach to explore and develop effective design principles for online discussions. The revised design principles and guidelines have theoretical and practical implications for tutors designing and implementing online discussions to facilitate deep learning among non-western or culturally diverse groups of students who are non-native English speakers.