Fostering interaction and examining students' use of forum discussions for interaction on Moodle

1. FACTORS THAT DRIVE
INTERACTION:
Examining Nigerian digital-
immigrant-students’ use of forums
on Moodle
Peter A Aborisade, Federal University of Technology, Akure, Nigeria.
baborisade2002@yahoo.com +2348066505326

2. Overview
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam , May 25-27
2011
2
 L2 acquisition & Context for
Interaction
 FUTA Context: Blended Learning
 SLA : Theoretical Framework
 Research Methods
 Results
 Way forward

3. Background
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam , May
25-27 2011
3
Interaction as a driver of
proficiency in L2 Acquisition
Creating the context for
interaction = a major challenge
VLE forum as context for
interaction

4. FUTA Context
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam ,
May 25-27 2011
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 Young adult learners of ESL, EAP
support programme
 Large Class situation
 Low level L2 competence
 Challenge to English from local
pidgin with rising profile
 Constraints of inadequate facilities

5. Methods
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam ,
May 25-27 2011
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 Experimentation with Web 1.0
 Shift to Web 2.0 + Team work &
PBL
 VLE (Moodle) with Forum for
interaction
 Exploration of Role of social
context in L2 interaction

6. Theoretical Framework 1
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam
, May 25-27 2011
6
SLA Research:
Krashen (1982) Comprehensible Input Hypothesis
Swain (1985) Output Hypothesis
Vygotsky (1978) Zone of Proximal Development
(ZPD)
Donato and McCormick (1994) and Lantolf (2000)
Interaction, scaffolded learning and collaboration
McDermott (1993: 295):
“the question of who is learning what and how much is
essentially a question of what conversations they are part of
…”

7. Theoretical Framework 2
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam ,
May 25-27 2011
7
Technology support:
Barajas and Owen (2000) VLEs enable opportunities
to personalise learning
American National Research Council (1999: 218)
computer-based technologies can be “powerful
pedagogical tools … [as] extensions of human capabilities
and contexts for social interactions”
Kothmale (UNESCO, 2001): “the Internet and
associated technologies are pivotal to the new means of
knowledge acquisition”

8. Methods
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam , May
25-27 2011
8
 Data from LMS Forums log database
 647 of 800 students’ forum posts used for
analysis
 Content analysis for hits, themes & threads
 Discussions classified into 5 support types:
procedural, expository, explanatory, cognitive
task engagement, and out-of-academic-context
social discussions
 Focus group interview: group leaders

9. Results
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam ,
May 25-27 2011
9
Department Discussion Participant Nos
AEE 302 48
APH 216 51
CSP 195 36
EWM 253 36
FAT 135 24
FST 283 53
FWT 124 21
AGP 347 56
AGY 386 56
PMT 341 52
TMT 338 42
Total 2928 475

10. Results 2
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam ,
May 25-27 2011
10
Sample messages by type:
Procedural support: “Do you need help on how to
download GNS101 Assigments?visit
www.futagns101.blogspot.com. For tips on how to go
about your assignments.”
Expository support: ” Biotic components:these are the
living organisms. Which are plants and animals. While
biotic factors result from the activies or interaction of
biotic component. Examples:
trampling,competition,predation e.t.c.”

11. Results 3
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam , May 25-27
2011
11
Sample messages by type:
Explanatory support: “Please look out for your
assignments on the site after each week's topic has been
covered, to ensure you take note of timelines and
deadlines for submission of assignments by checking
the calendar as directed by the lecturer. If we do this we
are sure to do well.”
Cognitive task engagement support: .” We need to first
analyse the advantage and disadvantage before we can
say anything. To me i discovered that the advantages are
… “
Out-of-academic-context social discussions: . “In nigeria
can there ever be anything like godliness in politics?”

12. Results 4
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam ,
May 25-27 2011
12
Factors that drive Interaction
Novelty
AutonomyChallenge
Enjoyment

13. Way Forward
Peter Aborisade/ 6th International E-learning Africa Conference, Dar es Salaam , May 25-27
2011
13
 Teach computer & Internet basics
 Cash in on enjoyment factor
 Engage more online to give feedback
 Create opportunities for IM & SMS
add-ons
 Investigate impact of forum use on
performance