Using online discussion forums to promote student engagement in an academic literacies course

Ilse Fouché; Wacango Kimani; Hlengiwe Nkosi

doi:10.56285/jltVol56iss2a5384

Ilse Fouché University of Witwatersrand, South Africa https://orcid.org/
Wacango Kimani University of the Witwatersrand, South Africa https://orcid.org/
Hlengiwe Nkosi University of the Witwatersrand, South Africa

DOI: https://doi.org/10.56285/jltVol56iss2a5384

Keywords: online discussion forums, engagement, academic literacy, peer feedback, writing intensive course

Abstract

The advent of Covid-19 forced universities worldwide to find ways of presenting content online that would otherwise have been facilitated in a face-to-face environment. A first-year literacy course at a South African university servicing a large number of B.Ed. students had traditionally relied on class discussions and small group work for clarification of concepts as well as the development of student writing. Online learning, however, made these practices very challenging, and subsequently online discussion forums were identified as a “second prize” way of achieving course outcomes that had traditionally happened in person. To our surprise, the online forums had affordances for the development of academic literacies, promoting student engagement and providing feedback that we had not anticipated. To investigate the reasons for this, focus group discussions were held with students. The feedback received from these focus group interviews confirmed our suspicion that online discussion forums must remain an integral part of our academic literacy course, even after all Covid-19 restrictions are lifted.

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Author Biographies

Ilse Fouché , University of Witwatersrand, South Africa

Wacango Kimani is completing her PhD at the University of the Witwatersrand. Her current research is on professional learning for inclusive pedagogy. She previously conducted research with young schooling mothers and gender mainstreaming in learning materials including a professional co-authored manual, Gender-Sensitive Editing. She has taught inclusive education and academic literacy at the Wits School of Education. She holds post-graduate qualifications in inclusive education and library science.

Wacango Kimani, University of the Witwatersrand, South Africa

Wacango Kimani is completing her PhD at the University of the Witwatersrand. Her current research is on professional learning for inclusive pedagogy. She previously conducted research with young schooling mothers and gender mainstreaming in learning materials including a professional co-authored manual, Gender-Sensitive Editing. She has taught inclusive education and academic literacy at the Wits School of Education. She holds post-graduate qualifications in inclusive education and library science.

Hlengiwe Nkosi, University of the Witwatersrand, South Africa

Hlengiwe Nkosi works at a primary school as a fourth grade English and Natural Science Educator. She is currently completing her master’s degree in Education at the University of the Witwatersrand. Her current research is on the representation of father and son relationships in African fairy tales.