The Role of Semantics in Knowledge and Learning Transfer in Online Discussion Forums

Abstract

Aims: This research examines the impact semantics may have on knowledge transfer between faculty and students in online discussion forums. Study Design: Grounded theory qualitative method utilizing Nvivo10 Place and Duration of Study: Ashford University, Clinton, IA between July 2014- March 2015 Methodology: A qualitative analysis on 285 instructor replies derived from a set of 21 discrete online graduate organizational behavior courses was completed. Results and Discussion: Researchers reviewed 21 discrete online course sections of a graduate organizational behavior course and two hundred and eighty five unique instructor responses in the discussion forum. The researchers evaluated the role of semantics and other factors perceived to influence the knowledge transfer process in the discussion forum. The research identified four primary themes in discussion forum responses by instructors: Instructional (unrelated to material, corrective in nature), declarative (recaps), critical thinking (expanded on student’s response), and sage on stage (rhetorical, often corrective).  Conclusion: Only 22.61% of the instructor responses analyzed encouraged a dyadic response, which could have led to some form of knowledge transfer from the instructor to the student. Over 77% of the instructor responses resembled lecture type statements, which did not seem to encourage students to respond or continue the discussion. These findings suggest that discussion forums support administrative tasks such as attendance taking and participation credit in the online classroom but may not assist students in applying the skills and knowledge they acquire in the online classroom.