This document outlines the key elements of effective online discussion boards for student participation and learning. It discusses 5 essential elements: intrinsic motivation, real-life connections, clear guidelines, instructor presence, and quality questions/responses. Benefits include increased critical thinking, participation, and development of class community. Conditions like a conducive learning environment, meaningful questions, and stimulating participation also support online discussions. Structured discussions involve introductions, goal-setting, general discussions, peer feedback, and self-reflection.

1. Discussion Boards and
Participation

2. Objectives
•DEVELOP AN UNDERSTANDING OF DISCUSSION BOARD INTERACTIONS.
•OUTLINE ONLINE DISCUSSION MODELS AND CONDITIONS NECESSARY
FOR STUDENT PARTICIPATION AND LEARNING.
•DISTINGUISH QUALITIES OF RESPONSES IN DISCUSSION FORUMS.

3. Discussion Board Model
FIVE ELEMENTS THAT ARE ESSENTIAL TO EFFECTIVE QUALITY DISCUSSION
BOARDS:
Quality
Discussion
Boards
Intrinsic
Motivation
Real-Life
Connection
Guidelines
Instructor
Presence
Quality
Questions &
Responses

4. 5 Elements of Quality Discussion Boards
1. INTRINSIC MOTIVATIONS - “IF STUDENTS PERCEIVED THE ONLINE DISCUSSION AS VALUABLE,
INTERESTING, AND ENJOYABLE, THEY WERE MORE LIKELY TO PARTICIPATE” (XIE, DEBACKER, &
FERGUSON, 2006).
2. REAL-LIFE CONNECTIONS - RELEVANCE FACILITATES MOTIVATION AND ADDRESSES HOW THE
CONTENT RELATES TO THE STUDENT’S GOALS.
3. GUIDELINES - PROVIDE CLEAR EXPECTATIONS AND GUIDELINES CONCERNING PARTICIPATION.
4. INSTRUCTOR PRESENCE - ACCORDING TO DENNEN (2005) “INSTRUCTOR PRESENCE…IS
IMPORTANT IN MODERATION, AND THAT CAN BE ACHIEVED IN DIFFERENT WAYS.”
5. QUALITY QUESTIONS AND RESPONSES - QUESTIONS SHOULD ASK PROBING QUESTIONS AND
PROMOTE STUDENT-STUDENT INTERACTIONS IN WHICH THE INSTRUCTOR ALSO
ENCOURAGES ALL LEARNERS TO EXPLORE THEIR INDIVIDUAL THOUGHTS.

5. Benefits of Discussion Boards
1. STUDENTS ARE MORE LIKELY TO UTILIZE CRITICAL THINKING SKILLS.
a. Discussion boards are reflective in nature. They force students to read other perspectives and carefully
consider a response.
2. STUDENTS PARTICIPATE MORE REGULARLY AND IN A MORE THOUGHTFUL MANNER THAN
THEY WOULD NORMALLY DO IN A FACE-TO-FACE INSTRUCTIONAL SETTING ESPECIALLY IN
LARGE-ENROLLMENT CLASSES.
a. The social aspects of the face-to-face classroom are very intimidating for many students. Online
discussion boards offer students a tool through which they can actively participate in the class without
feeling the overwhelming anxiety they may feel with many sets of eyes on them.
3. STUDENTS DEVELOP A STRONGER CLASS COMMUNITY.
a. There is a greater propensity for students to interact with one another on a discussion board than
there is in a face-to-face setting. Class community is often shown to be enhanced through the
discussion board function.

6. Conditions to Support Online Discussion
LEVINE (2007) PROVIDES A LIST OF CONDITIONS TO SUPPORT ONLINE
DISCUSSION BOARDS:
• CREATE A CONDUCIVE LEARNING ENVIRONMENT
• ESTABLISH RULES
• POSE MEANINGFUL QUESTIONS AND ACTIVITIES
• STIMULATE PARTICIPATION
• BE SENSITIVE TO NON-PARTICIPATION
• ENCOURAGE REFLECTION
• SUMMARIZE DISCUSSIONS AND KEY IDEAS
• ENCOURAGE MORE REFLECTION

7. Structured Online Discussion
QUALITY ONLINE DISCUSSION BOARDS HAVE ALL OF THE
FOLLOWING:
• INTRODUCTIONS
• PERSONAL GOAL SETTING
• GENERAL DISCUSSION: QUESTIONS/RESPONSES
• PEER EVALUATION AND FEEDBACK
• STARTER/WRAPPER-INITIAL POSTING/SUMMARY
• SELF-EVALUATION OR PERSONAL REFLECTIONS

8. Four Characteristics of Effective
Discussion Boards
GILL (2006):
1. OPENNESS: STUDENTS MUST FEEL THAT THERE ARE NO CONSTRAINTS ON SHARING
THEIR OPINIONS.
2. EFFICIENT: STUDENTS AND INSTRUCTORS MUST FEEL THAT THE DISCUSSION BOARD
SERVES AS THE MOST EFFICIENT MEANS OF SUPPLYING/RECEIVING NEEDED SUPPORT.
a. Replies to post must be engaging.
3. COLLABORATION: STUDENTS’ RESPONSES TO OTHER POSTINGS INCREASE THE
EFFECTIVENESS OF THE DISCUSSION.
4. SAFETY: THE LEARNING COMMUNITY MUST FEEL THERE ARE NO REPERCUSSIONS FOR
ANY POST THAT MAINTAINS CIVIL BEHAVIOR RESPECTFUL INTERACTION.

9. References
DENNEN, V. P. (2005). FROM MESSAGE POSTING TO LEARNING
DIALOGUES: FACTORS AFFECTING LEARNER PARTICIPATION IN
ASYNCHRONOUS DISCUSSION. DISTANCE EDUCATION, 26(1), 127-
148.
GILL, G. (2006). ASYNCHRONOUS DISCUSSION GROUPS: A USE-
BASED TAXONOMY WITH EXAMPLES. JOURNAL OF INFORMATION
SYSTEMS EDUCATION, 17(4), 381-382.
XIE, K., DEBACKER, T. K., & FERGUSON, C. (2006). EXTENDING THE
TRADITIONAL CLASSROOM THROUGH ONLINE DISCUSSION: THE
ROLE OF STUDENT MOTIVATION. JOURNAL OF EDUCATIONAL
COMPUTING RESEARCH, 34(1), 67-89.