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Online interactivity has been a problem in distance learning education at two levels: social and instructional. As it relates to instruction, there is near unanimity of opinions from published literature that there needs to be a "fine tuning" of the control of interaction within the instructional process. This pilot study attempts to understand what factor(s) actually affect learner participation in asynchronous online discussion forum in higher education environment. Primary data was collected using a semi structured questionnaire which was emailed to 90 academic staff and students of a typical UK university. 31% of questionnaires were returned. Data analysis was carried out using Microsoft Excel software. Descriptive and inferential statistical techniques were used to analyze the quantitative data. Findings indicate that nearly 85% of respondents do not use WOLF platform for engagement with their teachers and peers. Reasons given by student respondents for not using the platform ranged from lack of awareness to preference for other media with equivalent capabilities. A recommendation has been made for the redesigning of WOLF to integrate social media functions so as to enhance acceptability.

Analysis of Factors Affecting Learner Participation in Asynchronous Online Discussion Forum in Higher Education Institutions