Students’ use of asynchronous discussions for academic discourse socialization

Abstract

Abstract Our universities are becoming increasingly diverse at the same time as online asynchronous discussions (OADs) are emerging as the most important forum for computer mediated communication (CMC) in distance education. But there is shortage of studies that explore how graduate students from different ethnic, linguistic and cultural backgrounds use OADs for academic discourse socialization. This article discusses a qualitative study conducted to address these issues. Language socialization and community of practice theories informed the study. Analyses of surveys, interviews, and Blackboard postings from seven hybrid courses reveal that participants perceived OADs highly positively and used them as a virtual community for academic and professional discourse socialization and appropriation. Findings also suggest that students experienced some frustrations and disappointments regarding professorial presence and grading. We discuss these findings, show how academic and professional discourse socialization occurs in asynchronous virtual reality, and draw implications for further research and practice. Keywords: asynchronous discussion boardsgraduate student perspectivesstudent use of online discussion boardsacademic discourse socializationcommunity of practice Acknowledgement This study was partially funded by the University of Cincinnati College of Education, Criminal Justice, and Human Services Graduate Student and Faculty Mentoring Grant Program awarded to authors G. Beckett and C. Amaro‐Jiménez.