Abstrak
This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined.
