Improving the Asynchronous Online Learning Environment Using Discussion Boards

Abstract

Phase 2 Discussion Boards are at the heart of an Asynchronous Online Learning or Distance Education Environment and can have a great impact on the learning experience. Understanding the individual factors that create a high quality discussion board experience for students and their interrelationships is critical to continuous improvement in distance education. Research which contributes to increased effectiveness of virtual Discussion Boards for both instructors and students can result in greater student involvement and success in learning new skills. This paper discusses Phase 1 and 2 of a multi phase applied research effort on improving the quality of virtual Discussion Boards. "Applied research is defined as systematic study to gain knowledge or understanding necessary to determine the means by which a recognized and specific need may be met" ("Research and development," 2010, para 4). The study was completed in two phases with additional phases to be developed as the data analysis continues to yield results. In Phase 1, a literature review was completed and qualitative data employing a focus group methodology was completed. The focus group was comprised of full time faculty from a large, proprietary, online university with significant experience in the use of Discussion Boards. The data was collected from the focus group and was analyzed to create hypotheses for additional research on the topic. focused on collecting data utilizing a quantitative research methodology supported by continued research of the literature on this topic. The results of the data analyzed during these phases will become the basis for additional studies on recommended best practices in discussion board participation as it applies to both the student and the instructor.

Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

“…Across distance and adult learning theories, a common expectation is that learners share responsibility in shaping their learning and navigating the online learning experience (Galustyan et al, 2019;Moore, 2013;Tainsh, 2016). A primary way that learners take ownership in online courses is through their navigation of asynchronous online discussions, as they provide a medium for learners to interact with peers and instructors through writing, reading, and responding to posts related to course content and experiences while brainstorming solutions to problems (Hew et al, 2010;Putnam et al, 2012;Ringler et al, 2015). Asynchronous online discussions offer learners a medium to examine perceptions, consider new ideas, and facilitate social and collaborative processing while building a sense of community (Garrison et al, 2001).…”

What learning tools do students prefer? An assessment of undergraduate business courses

“…Discussion boards tend to be used more in online line courses than in face-to-face classes (Ringler et al, 2015), but Krentler and Willis-Flurry (2015) studied the use of discussion boards in six face-to-face principles of marketing classes. They found that the frequency of student use of a discussion board was associated with a higher final grade in the class.…”

Teacher candidate perceptions on alternative asynchronous online discussion boards

“…Of the four platforms utilized in this study, the most research can be found on traditional AODBs. In a vast literature review of AODBs, Ringler, Schubert, Deem Flores, & Friestad-Tate (2015) found the majority of empirical research has focused on the quality of student responses instead of the type of responses or platform used. Thus, creating the need for this relevant research.…”

“…This study's results participants preferred alternative AODBs over traditional AODBs, all classroom dynamics are different; thus, implementation of any of these platforms do not guarantee the same results. Ringler, Schubert, Deem Flores, & Friestad-Tate (2015) found the majority of empirical research has focused on the quality of responses versus the type or platform of AODB. Four AOBD platforms were selected for this study; however, they are not the only formats available.…”

“…Educator preparators should consider modifying their learning environments such as AODB platforms to provide differentiated learning experiences inclusive of all learners (Vaughan 2014). Ringler, Schubert, Deem Flores, & Friestad-Tate (2015) found the majority of empirical research has focused on the quality of responses versus the type or platform of AODB. Four AOBD platforms were selected for this study; however, they are not the only formats available.…”