Faculty Use of Asynchronous Discussions in Online Learning

Abstract

This study investigated a number of factors associated with the faculty use of asynchronous discussions in online courses including: instructor behaviors and attitudes, the structure of discussion assignments, types of discussion rubrics and their use, facilitation style, and comparisons between online discussions and face­to­face discussions. Data was collected from faculty at two different institutions who taught undergraduate or graduate classes. The results indicate that faculty are significantly involved in discussion activities and report that they spend considerable time doing so. The results also suggest that faculty teaching graduate courses believe that online discussions result in more and better interaction compared to face­to­face courses, whereas undergraduate faculty found online courses decreased interaction and quality of interaction compared to face­to­face courses. It is proposed that the Community of Inquiry model may be a useful framework to conduct further studies of how faculty make use of discussions in online courses and the factors that influence effectiveness of student learning.