Worth it or Worthless? The Role of Asynchronous Discussions in the Online Class


The role of asynchronous discussions elicits research and discussion in the world of e-learning. Does it promote learning? Who should facilitate the discussions? Is it for everyone? What exactly IS an asynchronous discussion? Let us take a few moments to explore asynchronous discussions.

What exactly is an asynchronous discussion?

Asynchronous discussions occur quite frequently outside of the learning environment: think about your latest Facebook, Twitter, or Instagram post. Who responded and when? Your best friend may have responded instantly, while someone else may have seen the post the next day and added their own comment. Some responses you may reply to or "like." Sometimes entire side discussions occur; for example, a picture with your uncle may prompt discussion about a reunion. Asynchronous discussions in the learning environment operate in a similar manner. 

An asynchronous discussion occurs when a question or topic is presented and students respond or ask additional questions at various times. One student may reply immediately, another may reply days later. Some students may only reply once, while others may reply multiple times (this sometimes depends on the grading requirements).  Given the example above, concerning side discussions, a logical question arises: who keeps things on track?

Who facilitates asynchronous discussions?

In the traditional classroom, the teacher tends to be the one that runs the show. Does this translate to the online environment? Yes and no. The instructor can play the role of facilitator to keep discussions on track (Morris, Xu, & Finnegan, 2005). In fact, some studies indicate that instructor facilitated asynchronous discussion promotes more developed discussion (Szabo & Zsuzsanna, 2015).

Other researchers have emphasized the role of student-led discussions. Encouraging or requiring students to facilitate discussions actually frees up the instructor's time resources to focus on other tasks and actually promote more free discussion (Wang & Chen, 2010). 

How can students lead quality discussion?

Baran and Correia presented three basic types of student-led facilitation:
  1. Highly Structured Facilitation- very probing questions requiring specific responses
  2. Inspirational Facilitation- providing motivational and creative posts and replies in a relaxed environment
  3. Practice-Oriented Facilitation- focusing on real-life connections, the facilitator contently responds and participates (2009).
If the instructor is too involved in discussion forums, the conversation may not flow as freely, and students may feel hindered by instructor presence. By encouraging students to facilitate either by requirement or by example, discussions are more open (An, Shin, & Lim, 2009).  Student-led asynchronous discussion also allows for peer teaching, which leads to deeper learning and understanding for students (Comer & Lenaghan, 2013).

What are the pros of asynchronous discussions?

As was just mentioned, peer facilitation leads to deeper understanding of course material, but there are additional benefits of asynchronous discussions. Students are able to act at the same level as instructors which promotes bringing new knowledge (Piccaino, 1998).

One of the greatest benefits is the sense of community that is developed with discussion (Brown, 2001). Students in online classes frequently miss the sense of camaraderie that develops in face-to-face courses. Frequent asynchronous discussions can alleviate the sense of isolation.

What are the cons of asynchronous discussions?

Just like in face-to face course, not every assignment or activity appeals to every student. Some students simply do not like to participate in discussions. Additionally, discussions can easily get off topic, and students can veer away from the original intent of the topic. Facilitation is thus vital for discussions to remain productive (Nandi, Hamilton, & Harland, 2012).

What about accessibility?

With the increased use of visual media, asynchronous discussions can prove challenging for visually impaired students. Students who struggle with typing also have difficulty participating in multiple written discussions (Nielsen, 2016). It is vital to mix up assignments and activities to reach all students. Asynchronous discussions can include video/audio posts and not just typed posts. The point is to include something that reaches as many students as possible, not just a few.

Conclusion

Asynchronous discussions are worth the time and effort. Students have a sense of community that is not established without regular interaction with their peers. While there are some pitfalls to asynchronous discussions, the advantages outweigh those problems, particularly if the instructor takes into account accessibility issues.
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Works Cited

An, Heejung; Shin, Sunghee; Lim, Keol. The effects of different instructor facilitation approaches on students' interactions  during asynchronous online discussions. Computers & Education. Nov. 2009, Vol. 53 Issue 3, p 749-760. 12p.


Andresen, M. (2009). Asynchronous Discussion Forums: Success factors, outcomes, assessments, and limitations. Education Technology and Society, 12(1) 249-257.


Baran, E., & Correia, A. (2009). Student‐led facilitation strategies in online discussions. Distance Education, 30(3), 339-361.


Brown, R. (2001) The process of community building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.


Chan, J., Hew, K., & Cheung, W. (2009). Asynchronous online discussion thread development: examining growth patterns and peer-facilitation techniques. Journal of Computer Assisted Learning, 25(5), 438-452.


Comer, Debra R.; Lenaghan, Janet A. Enhancing discussions in the asynchronous online classroom: the lack of face-to-face interaction does not lessen the lesson. Journal of Management Education. Apr2013, Vol. 37 Issue 2, p261-294. 34p.


Garrison, R. (2003). Cognitive presence for effective asynchronous online learning: the role of reflective inquiry, self-direction, and metacognition.


Morris, L.. Xu, H. Finnegan, C. (2005). Roles of faculty in teaching asynchronous undergraduate courses. Journal of Asynchronous Learning Networks, 9(1) 65-82.


Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education, 33(1), 5-30.


Nielsen, D. (2016). Can everybody read what's posted? Accessibility in the online classroom. Applied Pedagogies: Strategies for Online Writing Instruction, 90-105.


Piccaino, A. (1998). Developing an asynchronous course model at a large, urban university. Journal of Asynchronous Learning Networks, 2(1) 1-14.


Szabo, Zsuzsanna. Better together: teams and discourse in asynchronous online discussion forums. Journal of Psychological & Educational Research. May2015, Vol. 23 Issue 1, p73-88. 16p.


The connection between instructional interaction and student persistence in the online classroom. Online Classroom. Jun2004, p7-8. 2p.


van Aalst, Jan. Rethinking the nature of online work in asynchronous learning networks. British Journal of Educational Technology. Mar2006, Vol. 37 Issue 2, p279-288.


Wang, Y., & Chen, D. (2010). Promoting spontaneous facilitation in online discussions: designing object and ground rules. Educational Media International, 47(3), 247-262.

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