Presently, technology has integrated itself into the educational system and completely changed how we study. The usage of online discussion boards is one such innovation that has completely changed the way students learn. Discussion boards for deep and purposeful learning can support students by engaging in meaningful interactions with their peers and teachers, thus improving learning results (Osborne et al., 2018).  According to the National Survey of Student Engagement (NSSE) (2018), students who participate in online discussion boards report better levels of engagement and satisfaction with their learning experience.  The regular use of online discussion boards can contribute to an increase in both a sense of online community (social presence) and learning on a deeper level (cognitive community) (Garrison et al., 2010).  These are only a couple of the several benefits offered by discussion boards.   

Benefits of Deep Learning Discussion Boards for Students 

• Students are more likely to develop and utilize critical thinking. Discussion boards encourage students to submit queries, dispute hypotheses, and assess ideas, which fosters analytical and critical thinking skills. Students gain the ability to study a subject from several angles, take into account arguments and ideas, and draw their own conclusions when they participate in conversations (Osborne et al., 2018). They improve their capacity for critical thought and problem-solving skills by doing this. 

• They enhance collaboration skills. Students are strongly encouraged to collaborate, offer input, and build on one another’s expertise via a discussion board. This improves their teamwork skills, preparing them for future employment where collaboration is important.

Online discussion boards can be configured for anonymous posts, offering some students a secure environment. The anonymity of discussion posts, according to Bunker and Ellis (2001), “can encourage the shy learner who may hesitate to interact in face-to-face teaching and fail to ask for assistance or clarification if needed” (pp.3-4), to participate more and provide honest and open communication online. When they are anonymous, it reduces the risk of social stigma or judgment (Bunker & Ellis, 2001). The anonymity of discussion posts also can be seen as a way to protect freedom of speech and the ability to express unpopular or controversial opinions without fear of retaliation. Compared to face-to-face engagement, discussion boards can allow students 1) more time for reflection and 2) a potentially less stressful environment   to express their ideas and perspectives​ (Douglas, 2020)​. 

• Students develop a stronger class community. Positive changes in the classroom environment can be seen in the way that students interact with one another, how they trust one another more, how many questions they ask the teacher, and how they feel that the course is worthwhile and relevant to their needs​ (Rovai, 2004)​. By feeling more connected to their peers and the course material, students are likely to perform better academically. According to studies by Pekrun et al. (2009), a supportive learning environment can boost students’ motivation, engagement, and academic performance.  
• Learning occurs from peer reviews. Additionally, discussion boards allow students to benefit from peer evaluations. They get feedback from their peers, which can be used to discover areas for development and improve their comprehension of the subject. This encourages analysis and active deep learning. 
• It is easier to create an informed opinion. There are long intervals of time scheduled for a discussion online to consider the claims and assertions made by the other participants. Adequate research can be conducted on any questions, which additionally strengthens the points being presented. There is no longer a requirement for a prompt response.  In this approach, well-considered opinions are encouraged.  

Given the circumstances, students may gain a variety of advantages by taking part in focused and in-depth learning discussion boards. Students can gain a lot by taking part in these kinds of activities, from improving their comprehension of the course content to enhancing their critical thinking and communication skills. 

If you need assistance with developing engaging discussion boards, the SCSU Online and Distance Learning team can help.  We can provide the proper guidance and tools for any course.  Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

For more information on applying active learning strategies, check out this previous blog post.

References:

Bitar, J. (2018, December 5). Indiana University Center for Postsecondary Research releases findings from a 2018 survey of student engagement. Higher Education Today. https://www.higheredtoday.org/2018/12/05/indiana-university-center-postsecondary-research-releases-findings-2018-survey-student-engagement/   

Blackmon, S. J. (2012, July). Outcomes of chat and discussion board use in online learning: A research synthesis. Journal of Educators Online, 9(2).  https://eric.ed.gov/?id=EJ985399  

Burton, K. (2020). Faceless woman freelancer using computer in street
[Photograph]. Pexels. https://www.pexels.com/photo/faceless-woman-freelancer-using-computer-in-street-6084521/ 

Douglas, T., James, A., Earwaker, L., Mather, C., & Murray, S. (2020). Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions. Journal of University Teaching &Learning Practice, 17(3). https://doi.org/10.53761/1.17.3.7    

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002

Osborne, D. M., Byrne, J. H., Massey D. L., & Johnston A. N. B. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student student collaboration: A mixed method study. Nurse Education Today
Volume 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014

Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher Education, 7(2), 79-93.  https://doi.org/10.1016/j.iheduc.2003.10.002  

Schneider, A. (2022, March 30). 5 online discussion benefits to improve your student’s thinking- Schnaq. Schnaq Bloq. Retrieved April 18, 2023, from https://schnaq.com/blog/en/online-discussion-benefits/  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.