شبكة المعلومات العربية التربوية

This study investigates preservice teachers’ perceptions of and experiences with asynchronous online discussions supporting face-to-face courses. Qualitative research approaches were used in data collection and analysis processes. The participants consisted of 98 preservice teachers who were enrolled in two semesters of undergraduate teacher education courses in Computer Education and Instructional Technology Department. The required data for the study were collected through open-ended questions, semi-structured interviews, and discussion forum transcripts. Study results provide evidence that learners were comfortable with and had positive perceptions of asynchronous online discussions. The majority of the preservice teachers believed asynchronous discussions to be effective instructional tools for easy interaction, equitable discussion areas, and detailed feedback, support of learner control and relationships, and engaging with others. The biggest limitation was the volume of posts. (Published abstract)