Online discussion encourages reflection; it forces students to think through responses and positions before posting. In addition, an online discussion includes different types of learners: ESL students, shy students, those less willing to speak up in a face-to-face setting. Everyone has the opportunity to be heard.

Teaching by discussion is at the heart of an online learning environment and can be a very strong learning tool for a face-to-face course, as well. Some guidelines for online discussions include:

• Ask open-ended questions that allow for interpretation and encourage analysis. See: Toledo, C. (2006). Creating good questions for online discussion. International Journal of Teaching and Higher Education, 18(2), 150-154.
• Be aware of the various roles the instructor plays in an online discussion. See: Brown, D.G. (2002). The role you play in online discussions. Campus Technology Magazine.
• Provide students with a grading rubric for online discussions; rubrics clarify expectations and grading procedures. See: Six different examples of online discussion rubrics.

Instructional Design and Development video on managing online discussion featuring Beth Rubin of SNL.

Additional Readings

Biesenbach-Lucas, S. (2003). Asynchronous discussion groups in teacher training classes: Perceptions of native and non-native students. Journal of Asynchronous Learning Networks, 7,(3). 24-46.

Martyn, M. (2005). Using Interaction in Online Discussion Boards EDUCAUSE Quarterly, 28, (4). 61-62.

Mazzolini, M. and S. Maddison. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers and Education, 40, (3). 237-253.

Meyer, K. (2003). Face to face versus threaded discussions: The role of time and higher order thinking . Journal of Asynchronous Learning Networks, 7,(3). 55-65.

Murphy, E. (2004). Recognizing and promoting collaboration in an online asynchronous discussion . British Journal of Educational Technology 35, (4), 421-431.

Oliver, M. and G. Shaw. (2003). Asynchronous discussion in support of medical education . Journal of Asynchronous Learning Networks, 7, (1). 56-67.

Stansberry, S., Haulmark, M., & Sheeran, L., (2003). "I Agree" Does Not Constitute Discussion: Applying Theoretical Frameworks to Assess Student Learning in Asynchronous Online Discussions, National Social Science Journal, 20, (1). 91- 101.

Instructional Design and Development

• Resources on structuring and assessing discussions online

Office for Teaching, Learning, and Assessment

• Resources and research on discussion methods

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