A Comparative Study on the Effectiveness of Online Forum Discussion: Quantitative vs Qualitative Subjects

Raziana Che Aziz, and Rosila Abu Zarin, and Chiam , Chooi Chea and Norbaini Abdul Halim, (2009) A Comparative Study on the Effectiveness of Online Forum Discussion: Quantitative vs Qualitative Subjects. In: International Conference On University Education 2009, 8-9 Dec 2009, INTEC-UiTM Shah Alam. (Submitted)

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Abstract

This paper compares the effectiveness of online forum discussion between quantitative and qualitative subjects offered to learners of Open University Malaysia (OUM). OUM adopted by OUM for its open and distance learning (ODL) comprises three components; self-managed learning, face-to-face interactions and online learning through myLMS to facilitate teaching and learning process. The nature of online learning requires high commitment from the learners, especially self-managed learning and collaborative online learning. Learning quantitative subjects such as mathematics or finance in a conventional environment is very demanding and it is difficult to grasp by a majority of learners compared to learning qualitative subjects such as management or marketing. The same problem existed in learning these subjects through e-learning. Therefore, interactions between the academic staff or tutors with the learners and also amongst learners are important. Thus, it is critical that quality and effective teaching and learning progression take place in online forum discussion. Community of Inquiry (CoI) is the most accepted model for online learning. The model as suggested by Garrison, Anderson and Archer (2000) stated that online learning occurs through the interaction of three domains: teaching presence, social presence and cognitive presence. Research findings indicate that there the mean score for all the three domains of CoI are relatively the same for both quantitative and qualitative subjects. Social Presence was the highest (mean score of 3.55 and 3.60 for BBPP 1103 and BBMP 1103, respectively) indicating learners are comfortable interacting with their peers via online forums. (Authors' abstract)

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