Enriching Student Learning Through Online Discussions: Evidence-Based Best Practices

Why Online Discussions Matter

Think about what makes classroom discussions valuable - they help students to actively process information rather than passively receiving it and promote development of higher-order thinking skills.

When these discussions move online, they take this valuable element further by removing the time constraints and social pressures that often limit in-person participation. Research by multiple scholars demonstrates that when students have time to reflect before responding, they craft more thoughtful responses, and they engage more deeply with the material. This particularly benefits students who might feel hesitant to speak up in traditional classroom settings or need additional time to develop their arguments. (Biggs & Tang, 2011; Clark et al., 2015; Kanuka & Garrison, 2004; McLoughlin & Mynard, 2009; Moon, 2004).

Selecting the Optimal Discussion Formats and Tools

Different discussion formats serve different learning objectives, and understanding these differences helps create more effective learning experiences.

Text-based discussions offer students the opportunity to carefully construct their thoughts and remain highly accessible, demanding minimal technical expertise. However, research by Clark et al. (2015) reveals an interesting pattern: students tend to adopt more formal, polished writing styles in text discussions. While this formality can enhance academic writing skills, it may inadvertently limit authentic engagement.

Video and audio discussions bring different advantages to the learning environment. They are typically integrated into core VLE tools and are surprisingly simple to implement. Serembus and Murphy (2020) demonstrate how these formats excel at fostering collaboration and reducing isolation among online learners. Their research indicates that video discussions create stronger community bonds and enhance student-tutor relationships, particularly benefiting students who might feel less confident in traditional classroom settings.

At NTU, we can use two main tools for online discussions. Our VLE's Discussion tool allows for text, audio, and video posts, working particularly well for curriculum-embedded discussions. Additionally, Padlet boards provide an alternative platform that integrates seamlessly into learning room pages. Even with a limited free Padlet license, we can create multiple discussion spaces within a single board through creative use of sections.

To see how these tools bring different discussion formats to life, please explore the examples from various online modules implemented as part of the FlexNTU initiative.

Practical Applications Across Teaching Contexts

Online discussions can support various pedagogical approaches across different delivery methods. They are well-suited for intensive activities such as problem-solving, active learning, collaborative tasks, peer reviews and scenario-based reflections, though these may require some curriculum restructuring to ensure seamless integration into module delivery.

Lighter-touch applications prove equally valuable – for example, regular check-ins with tutors, essay plan sharing, Q&A forums that later could evolve into valuable FAQ resources, and reflective activities where students share reflections on their learning journeys.

Best Practices for Implementing Online Discussions

Successful implementation of online discussions requires careful consideration of several key factors:

• Accessibility and design: Creating clear navigation paths and consistent structures across discussion spaces proves essential. The thoughtful use of common headings, icons, and layouts helps reduce cognitive load while maintaining engagement. For video discussions, explicit communication about participation options, including the choice to contribute without appearing on camera, ensures inclusive participation.

• Student engagement: Rather than treating discussions as supplementary activities, they should be meaningfully integrated into the module structure. Assessment alignment and peer moderation roles can significantly boost participation. Breaking larger cohorts into smaller discussion groups and implementing weekly rotation systems creates more focused interactions.

• Tutor facilitation: The most effective approach involves strategic engagement: active initial participation to establish momentum, followed by carefully timed interventions to maintain discussion flow. Balancing facilitation and tutor involvement is crucial, as recent research by Zhang et al. (2022) reveals that excessive instructor participation can actually inhibit student engagement. Similarly, Mazzolini and Maddison (2003) highlight that an overly strong instructor presence may make students feel scrutinised, further emphasising the need for thoughtful facilitation strategies.

Looking Forward

As we continue to refine our teaching practice, it’s important to prioritise helping students develop critical thinking and collaborative skills - key to success in higher education and future employability - and online discussions provide a valuable means to support this effort.

Through careful attention to format, structure, and facilitation, they can transform from simple communication tools into powerful vehicles for learning and development. The key lies in understanding your students' needs, choosing appropriate tools, and creating an environment where meaningful dialogue can flourish.

If you have any questions about creating online discussions for your teaching or need support in setting them up, contact flexiblelearning@ntu.ac.uk. Our team can help you choose the right tools and implement them effectively in your teaching practice.

References

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University.

Clark, C., Strudler, N., Grove, K. (2015). Comparing asynchronous and synchronous video vs text-based discussions in an online teacher course.

Kanuka , H. and Garrison, D. 2004. Cognitive presence in online learning. Journal of Computing in Higher Education, 15 (2): 30 – 48.

Mazzolini, M., & Maddison, S. (2003). The role of the instructor in online discussions: A review of the literature. International Journal of Educational Telecommunications, 9(3), 125-148.

McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education & Teaching international, 46(2), 147-160.

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice.

Serembus, J., & Murphy, J. (2020) Creating an engaging learning environment through video discussions.

Zhang, L., Zhao, Y., & Zhou, W. (2022). The role of instructor participation in online discussions: A systematic review of the literature. Journal of Educational Technology & Society, 25(1), 44-58.