Abstract
This study looks at how students experience asynchronous online discussion (AOD) within initial teacher education. In particular, the study investigates what students expect of their peers when communicating online for the purpose of learning. Ascertained via an online focus group and interviews with students, findings indicate student preferences for academic netiquette. Student expectations can inform pedagogy for AOD if used as a basis for negotiation of guidelines for online communication.
Keywords
Communication, asynchronous online discussion, student perspectives, learning, pedagogy.