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Data were collected through discussion, questionnaire, and interviews conducted within WebCTT. Findings were organized into four subcategories: student behaviour, text-only communication, the purpose and quality of discussion, and forum features. 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Correspondence concerning this article should be addressed to Elizabeth Murphy, Faculty of Education, Memorial University, St. John's NL, Canada, A 1 B 3X 8  \nElizabeth Coleman (Liz [Coleman@uccb.ca](Coleman@uccb.ca)) recently completed her studies in the Master of Education (Information Technology) program offered jointly by Memorial University and the University College of Cape Breton. She has an engineering degree from the Technical University of Nova Scotia .  \nAbstract  \nThis paper presents one of five categories of findings of a qualitative study of students ' experiences of challenges encountered in a web based graduate program. The findings relate to the category of experiences with online asynchronous discussions . Data collection relied on a discussion, questionnaire and interview all conducted within WebCTTM. The category 's findings were grouped into four sub categories of challenges as follows : student behaviour; text only, online communication; purpose and quality of the discussion; and forum features . Challenges related to students 'behaviour included domination of the discussion by individual students or groups of students resulting in feelings of exclusion, frustration and inadequacy . Text only communication caused difficulties related to misinterpretation and conveying and deriving intent. Challenges related to the purpose and value of the discussion resulted from low quality and high quantities of postings to meet grade requirements . Technical features that presented challenges included the inability to delete messages .  \nRé sumé : Cet article pré sente l'une des cinq caté gories de ré sultats provenant d'une étude qualitative de l'expé rience qu'ont eu des étudiants de second cycle des défis rencontré s dans un programme basé sur l'Internet. Les ré sultats concernent la caté gorie des expé riences qu'ils ont eues au cours de discussions asynchrones en ligne . Les donné es recueillies proviennent d'une discussion, d'un questionnaire et d'entrevues, le tout  \neffectué dans WebCTTM. Les ré sultats de la caté gorie ont ét é regroupé s en quatre sous caté gories de défis, qui sont les suivantes : comportement des étudiants; communication en ligne en texte uniquement; but et qualit é de la discussion; et caracté ristiques du forum. Parmi les défis liés au comportement des étudiants, on retrouve la domination de la discussion parun étudiant ou par des groupes d'étudiants, cré ant un sentiment d'exclusion, de frustration et d'infériorit é chez les autres . La communication en texte uniquement a créé des difficult é s liées aux erreurs d'interprétation, ainsi qu'à la difficult é de faire passer et de comprendre les intentions . Les difficult é s liées au but et à la valeur de la discussion ré sultaient de la piètrequalit é mais de la forte quantit é de messages afin de satis faire lesexigences d u diplôme . Quant aux caracté ristiques techniques pré sentant undéfi, il y avait celle de l'incapacit é à supprimer les messages .  \nIntroduction  \nMany benefits have been associated with the use of online asynchronous discussions in the context of teaching and learning. One of these benefits relates to a shift in locus of control in favour of the learner with less domination of the discussion by the teacher (Alt haus, 1997; Olaniran, Savage & Sorenson, 1996) . Unlike in the face to face discussion, there is typically no requirement for turn taking and individuals respond, not according to apreimposed order, but on the basis of their interest in the topic ( Murphy, 2001) . Participants in an online discussion need not wait for permission to read and respond to","cbCaia324Q2wwKH6","https://ap.wps.com/l/cbCaia324Q2wwKH6","pdf",387751,17,"English","# Abstract\n## Study focus and context\n## Data collection method\n## Challenge subcategories\n## Student behaviour\n## Text-only communication\n## Purpose and quality of discussion\n## Forum and technical features","[{\"question\":\"What method was used to collect data for this qualitative study?\",\"answer\":\"Data collection relied on a discussion, questionnaire, and interviews, all conducted within WebCTT.\"},{\"question\":\"How were the study’s findings organized?\",\"answer\":\"The findings were grouped into four subcategories of challenges: student behaviour, text-only online communication, purpose and quality of the discussion, and forum features.\"},{\"question\":\"What challenges were reported related to student behaviour and discussion participation?\",\"answer\":\"Challenges included domination of the discussion by individual students or groups, leading to feelings of exclusion, frustration, and inadequacy.\"}]","Graduate Students' Experiences of Challenges in Online Asynchronous Discussions | PDF",1792085441,43]