Asynchronous discussion forum: fostering reflection among preservice math teachers

Web-based learning tools have been burgeoning over the past years and continuously shape instructional strategies that will stimulate students' learning. Among these tools, asynchronous discussion forum (ADF) has been a powerful tool to invite reflection among students. However, there are substantial considerations in integrating ADF, specifically in mathematics courses, which will support desired learning outcomes. This study was designed under the paradigm of action research to investigate the learning experiences and challenges of preservice math teachers in answering open-ended questions via ADF. Thirty-four preservice math teachers were divided into four sub-groups, were given a problem to discuss with, and were asked to assess their experience in the conduct of ADF. Based on the structured interview, ADF supports reflection among students while challenging their minds to think critically and be understanding of others' perspectives. It also revealed that the availability of computers and the internet connection remained to be a main challenge among the participants. Further, results showed that the type of questions given to the students served as their foundation in reflecting and thinking critically while the role and the level of participation of the instructor in ADF as well as students' motivation influence the quality of the discussion.