Discussions in Cyberspace: Promoting Interactivity in an Asynchronous Sociology Course

Asynchronous courses (taught exclusively via computer-mediated communication) present particular pedagogical dilemmas. This article builds on the assumption that interactivity (regular patterns of written communication between the instructor and students and among students) is an important strategy to facilitate learning and reduce isolation in asynchronous courses. Based on my experiences as an instructor in this medium, I discuss my attempts to initiate and promote discussion. Data from three semesters of my asynchronous course reflect a general increase in interactivity as well as a decrease in problematic patterns of interaction.