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Asynchronous online discussions face an array of pedagogical and managerial challenges. In the pedagogical realm, instructors must come to grips with the strategic course purpose they are aiming for by including online discussion. Then, course design can advance that purpose. It can incorporate discussion forums, determine the types of comments most useful, and address placement and pacing. Next, instructors must ruminate over the role the syllabus plays in introducing and communicating discussion structure. To facilitate online interactions, instructors need techniques that promote student cohesion and interdependence. This permits construction of group knowledge beyond individual study and stimulates ongoing engagement.
In the managerial realm, instructors assume the responsibility for running the discussions. Like traditional classes, they must plan how to push interactions forward. Their online presence needs to foster a safe learning environment. The management role also entails the rigors of discussion assessment and documentation. Instructors must maintain constant communication throughout an online course, especially with a steady diet of discussions. This continuing link mandates multiple means of contact. As online discussions unfold, instructors may observe what works and what requires discarding or further refinements. The next section highlights the literature concerning the value of online discussions before tackling a host of course design issues.
Literature Review
Online education is here to stay. More than 5.6 million students were enrolled in an online course in the United States during the fall 2009 term (Allen & Seaman, 2010). This represents a leap of nearly one million students compared to 2008. Online learning offers virtual classes the freedom from traditional constraints. Students do not have to be physically present and scheduled for a particular place and time. Still, they do need the self-discipline to handle this freedom, work within the course guidelines, and turn out timely deliverables. While enjoying the convenience of distance learning, many students choose online courses over traditional classes because they learn more and at a higher qualitative level (Hannay & Newvine, 2006).
Online discussions benefit distance learning. Similar to regular classrooms, student discussions serve as a learning activity that supports overall teaching goals (Wojnar, 2002). They supply a significant predictor of exam grades and course completion rates (Wolff & Dosdall, 2010). Discussions facilitate group construction of knowledge as well as individual assimilation and...