Designing asynchronous online discussion environments: Recent progress and possible future directions

Abstract

Asynchronous online discussion environments are important platforms to support learning. Research suggests, however, threaded forums, one of the most popular asynchronous discussion environments, do not often foster productive online discussions naturally. This paper explores how certain properties of threaded forums have affected or constrained the quality of discussions, and argues that developing alternative discussion environments is highly needed to offer better support for asynchronous online communication. Using the Productive Online Discussion Model developed by Gao, Wang and Sun, we analyzed current work on four types of asynchronous discussion environments that have been developed and researched: constrained environments, visualized environments, anchored environments and combined environments. The paper has implications for developing future asynchronous online discussion environments. More specifically, future work should aim at (1) exploring new environments that support varied goals of learning, (2) integrating emerging technologies to address the constraints of current environments, (3) designing multifunctional environments to facilitate complex learning and (4) developing appropriate instructional activities and strategies for these environments. Practitioner Notes What is already known about this topic Asynchronous online discussion plays an important role in facilitating learning. It is hard to foster a focused, interactive and in‐depth asynchronous discussion in traditional threaded forums. Researchers have investigated multiple ways of structuring or facilitating asynchronous online discussions. What this paper adds The paper analyzes how existing features of threaded forums constrain the quality of online discussion. The paper identifies the progress made in designing alternative asynchronous discussion environments and discusses four major types of asynchronous discussion environments that have been developed and researched. The paper provides suggestions for developing future asynchronous discussion environments. Implications for practice and/or policy Designing alternative asynchronous discussion environments is necessary to improve the quality of online discussion and communication. New asynchronous discussion environments need to be designed to meet varied learning goals and facilitate complex learning. Appropriate instructional strategies need to be developed for both existing and new online discussion environments.

Online Discussion Forum Based on Users Rating Mechanism

“…Rollag and the recommendations by Gao et al proved ODF as an important as a testing components for using effective way for strategies and combination of techniques [11] [12].…”

Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions

“…Despite these affordances, it can be challenging to create and sustain focused, in-depth online discussions (Gao et al, 2013). In a literature review, Hew et al (2010) identified several reasons why students do not fully participate in online discussions.…”

“…Because of the asynchronous nature of the discussions, participants have more time to think before responding, and the act of writing elicits the formation of new knowledge and ideas (Hew, Cheung & Ng, 2010). In addition, discussion forums provide a permanent space for the participants to return to their original contributions, promoting reflection (Hew et al, 2010) and self-assessment (Gao et al, 2013).…”

“…Asynchronous discussions play an important role in online learning by providing a space for instructors and students to form a community, to engage in dialogue about the course content, and to co-construct knowledge (Gao, Zhang, & Franklin, 2013). Because of the asynchronous nature of the discussions, participants have more time to think before responding, and the act of writing elicits the formation of new knowledge and ideas (Hew, Cheung & Ng, 2010).…”

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

“…Among many tools available to be integrated into collaborative learning environments for knowledge construction (Dawley, 2009;Gao, Zhang, & Franklin, 2013;Kimmerle, Moskaliuk, Oeberst, & Cress, 2015;Lan, Tsai, Yang, & Huang, 2012), microblogging tools such as Twitter have gained mounting popularity and attention (Gao, Luo, & Zhang, 2012;Ricoy & Feliz, 2016;Shabgahi, Shah, & Cox, 2013;Tang & Hew, 2017). Microblogging is a type of lightweight online application that allows a burst of multimedia content to be published and shared with others worldwide on the web (Java, Song, Finin, & Tseng, 2007).…”