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Situated within the context of online education, my thesis explores the impact of power dynamics on collaborative knowledge construction in single-gender online learning forums.
I employed an explanatory case study methodology, which involved a detailed examination of discussions in online forums within a diploma course at a Saudi institution. This methodology allowed me to explore causal relationships and gain deeper insights into how power structures influence collaborative knowledge construction among learners. I collected the research data through three methods: online discussion forums, unstructured online interviews, and unstructured online observations. I analysed research data using a qualitative content analysis tool and thematic analysis strategy. The analysis was guided by the Interaction Analysis Model (IAM) by Gunawardena et al. (1997) and the Power Relations Techniques Framework by Gore (1995).
My overall results indicated that learners employ power techniques over each other, demonstrating the presence of multiple power dynamics within the online learning environment. These findings reveal that power relations exert both positive and negative effects on collaborative knowledge construction in online discussion forums.
More specifically, my key findings indicate that peer observation, checking others' posts, and peer corrective feedback are clear manifestations of surveillance in online learning environments, and they facilitate knowledge construction among female learners. Additionally, I uncovered the role of social norms and cultural factors, particularly within the Saudi educational context, on the dynamics of online discussions. This was evident in the tendency of learners to promote social harmony, avoid confrontations, and adhere to educational norms, which in turn affects the dynamics of collaborative knowledge construction. Moreover, my results showed that emotional sensitivity and trust within collectivist societies can restrict open discussions and the collaborative construction of knowledge. Finally, I demonstrated that regulations and educational standards govern the quality of online educational discussions, thereby enhancing the process of collaborative knowledge construction. Overall, my research provides new insights into the complex interplay between power structures and collaborative knowledge construction in online learning environments. It offers valuable pedagogical insights for instructional designers and educators in developing equitable and inclusive online forums.