Beyond the Thread: Reimagining Online Discussions for Authentic Learning
DOI:
https://doi.org/10.24059/olj.v30i3.6269Keywords:
Collaborative online discussions, Community of Inquiry, student engagement, higher-order thinkingAbstract
Traditional threaded discussion boards have become a staple of online education, yet faculty and students both report dissatisfaction and frustration with their capacity to foster intellectual engagement. This collaborative self-study examined the perceptions of five graduate faculty members at two Texas universities who transitioned from threaded to collaborative discussion formats in their fully online programs. Using reflective practice and regular collaborative meetings as the primary methods, the researchers documented their experiences across multiple semesters of implementation. Utilizing the Community of Inquiry (CoI) framework of encompassing social, cognitive, and teaching presence, the study explored faculty perceptions of learning outcomes, student engagement, and participation quality. Findings revealed that collaborative discussions, in which students selected their own platforms, meeting times, and conversational approaches in smaller groups, produced deeper critical thinking, stronger relational development among peers, and greater student ownership of the learning process compared to traditional threaded discussions. Faculty consistently described threaded discussions as performative and compliance-driven whereas collaborative formats encouraged authentic dialogue, higher-order thinking, and real-world application of course content. Iterative refinement was necessary to address challenges such as citation accountability, participation balance, and scheduling logistics. The study concludes that carefully scaffolded collaborative discussion formats offer a promising alternative to traditional threaded discussions, particularly in graduate-level online programs. Researchers included implications for instructional design, faculty professional development, and future research directions.
References
Agonács, N., & Matos, J. (2021). Learner agency in distance education settings: Understanding language MOOC learners’ heutagogical attributes. In Hase & Blaschke (Eds). Unleashing the power of learner agency (Ch. 9). EdTech Books. https://edtechbooks.org/up
Alfoldi, E. A. (2025). Yellowdig discussion boards as communities of inquiry: The impact of instructor participation on online student discourse. Journal of Education for Business, 100(1), 45–56. https://doi.org/10.1080/08832323.2024.2438659
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2), e35179. https://doi.org/10.7759/cureus.35179
Allon, G., Carlstein, J., & Gur, Y. (2025). Leveraging consensus effect to optimize ranking in online discussion boards. Manufacturing & Service Operations Management, 27(6). https://doi.org/10.1287/msom.2022.0451
Almahmoud, J., Facciotti, M., Igo, M., & Sripathi, K. (2025). Enhancing user engagement in large-scale social annotation platforms: Community-based design interventions and implications for large language models (LLMs). arXix, 1. https://doi.org/10.48550/arxiv.2501.01545
Alsayer, A. A., Templin, J., Niileksela, C., & Frey, B. B. (2025). Examining the structure of the revised community of inquiry framework: A multi-level approach. Education and Information Technologies, 30(5), 6785–6807. https://doi-org/10.1007/s10639-024-13090-3
Anderson, T., Rouke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17. https://www.doi.org/https://doi.org/10.24059/olj.v5i2.1875
Aslan, S. A., & Turgut, Y. E. (2021). Effectiveness of community of inquiry based online course: Cognitive, social and teaching presence. Journal of Pedagogical Research, 5(3), 187–197. https://doi.org/10.33902/JPR.2021371365
Blackmon, S. J. (2012). Outcomes of chat and discussion board use in online learning: A research synthesis. Journal of Educators Online, 9(2), 1-19.
Bongiwe Zulu, F. Q. (2024). Enhancing the quality of online teaching and learning of a research module through the community of inquiry framework. South African Journal of Education, 44(4), Article 2558. https://doi.org/10.15700/saje.v44n4a2558
Bromer, B. L. (2021). Social presence in an online learning environment. In C. Crawford & M. Simons (Eds.), eLearning engagement in a transformative social learning environment (pp. 1-21). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-6956-6.CH001
Brunton, R., MacDonald, J., Sugden, N. A., & Hicks, B. (2022). Discussion forums: A misnomer? Examining lurkers, engagement and academic achievement. Australasian Journal of Educational Technology, 38(5), 27-44. https://doi.org/10.14742/ajet.7627
Carr, J. (2020). Teacher candidate perceptions on alternative asynchronous online discussion boards. Journal of Educational Technology and Online Learning, 3(3), 288–310. https://doi.org/10.31681/jetol.752283
Casebeer, D., & Pontoriero, K. (2022). Promoting democratic engagement with low-stakes discussion board interventions. Pennsylvania Teacher Educator, 21(1), 1–9. https://www.pac-te.org/files/PTE_Spring_22_Journal_-_Final.pdf
Chakraborty, S. (2024). Empowering and engaging adult learners: Strategies to facilitate self-directed learning in adult education. International Journal for Multidisciplinary Research, 6(3). https://doi.org/10.36948/ijfmr.2024.v06i03.22216
Chandrawati, T., Dewi, L., Nurhikmah H, Afriani, A., Arwadi, F., Safitri, H., & Shahbodin, F. (2024). Student’s learning experiences in an online learning environment using Garrison’s CoI framework. Inovasi Kurikulum, 21(3), 1359–1370. https://doi.org/10.17509/jik.v21i3.62813
Chou, P. N. (2012). Teaching strategies in online discussion boards: A framework in higher education. Higher Education Studies, 2(2), 25–30. https://doi.org/10.5539/HES.V2N2P25
Cooper, A. D. (2022). Using the discussion board during your online synchronous class to engage students. Marketing Education Review, 32(2), 177–180. https://doi.org/10.1080/10528008.2022.2062606
Doss, K., Poor, J., & Bloom, L. (2025). Student choice in online asynchronous higher education courses. ELearn Magazine, 2025(9). https://doi.org/10.1145/3760213.3708894
Douglas, T., Mather, C., Murray, S. A., Earwaker, L., James, A., Pittaway, J., Robards, B., & Salter, S. (2015). A comparison of undergraduate student experiences of assessed versus non-assessed participation in online asynchronous discussion groups. ASCILITE Conference Proceedings, 424–428. https://doi.org/10.14742/apubs.2015.944
Faulconer, E., Griffith, J., & Gruss, A. (2021). The impact of positive feedback on student outcomes and perceptions. Assessment & Evaluation in Higher Education, 47(2), 259–268. https://doi.org/10.1080/02602938.2021.1910140
Garrison, D. R. (2019). Online Community of Inquiry review: Social, cognitive, and teaching presence issues. Online Learning, 11(1). https://doi.org/10.24059/olj.v11i1.1737
Garrison, D. R. (2021, January 18). The Community of Inquiry. https://www.thecommunityofinquiry.org/editorial29
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
Hamadi, H., Tafili, A., Kates, F. R., Larson, S. A., Ellison, C., & Song, J. (2023). Exploring an innovative approach to enhance discussion board engagement. TechTrends, 67(4), 741–751. https://doi.org/10.1007/s11528-023-00850-0
Hammond, M. (2020). A review of recent papers on online discussion in teaching and learning in higher education. Online Learning, 9(3). https://doi.org/10.24059/olj.v9i3.1782
Hasani, L. M., Santoso, H. B., & Junus, K. (2022). Designing asynchronous online discussion forum interface and interaction based on the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 23(2), 191–213. https://doi.org/10.19173/irrodl.v23i2.6016
Irvin, C., & Hee-Joo, I. (2022). College students’ perceptions of the use of collaborative discussion boards during COVID-19. Multimedia-Assisted Language Learning, 25(3), 39–60. https://doi.org//10.15702/mall.2022.25.3.39
James, A. J., Douglas, T. A., Earwaker, L. A., & Mather, C. A. (2022). Student experiences of facilitated asynchronous online discussion boards: Lessons learned and implications for teaching practice. Journal of University Teaching and Learning Practice, 19(5). https://doi.org/10.53761/1.19.5.9
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, M., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kaushik, N. (2023). Online discussion boards: Expectations and outcomes. Journal of International Management Studies, 23, 32–45. https://doi.org/10.18374/jims-23-1.3
Kerrigan, J., & Aghekyan, R. (2022). Beyond the discussion board: Engaging students in asynchronous online activities. International Journal of Teaching and Learning in Higher Education, 33(3), 488–495. https://files.eric.ed.gov/fulltext/EJ1366170.pdf
Lane, S. F. (2025). To post or not to post, that is the discussion: An exploration of students’ perceptions and experiences with using online collaboration tools in threaded discussion board postings (doctoral dissertation). University of South Carolina. https://scholarcommons.sc.edu/etd/8066
Leow Wai Yee, S., & Lee Cheng Ean, C. (2020). Malaysian private university students’ perceptions of online discussion forums: A qualitative enquiry. Sains Humanika, 12(2). https://doi.org/10.11113/SH.V12N2.1610
Lin, L., & Wang, F. (2023). Research on the influence mechanism of instructional interaction and course content on online learning engagement. ICETM Proceedings of the 2023 6th International Conference on Educational Technology Management, 169–175. https://doi.org/10.1145/3637907.3637970
Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International, 2020. https://doi.org/10.1155/2020/3816132
Lohmann, M. J., & Boothe, K. A. (2023). Developing asynchronous online discussion boards to increase student engagement and learning. In I. Management Association (Ed.), Research anthology on remote teaching and learning and the future of online education (pp. 155-173). IGI Global. https://doi.org/10.4018/978-1-6684-7540-9.ch009
Martin, F., Wu, T., Wan, L., & Xie, K. (2022). A meta-analysis on the community of inquiry presences and learning outcomes in online and blended learning environments. Online Learning, 26(1). https://doi.org/10.24059/olj.v26i1.2604
Milovic, A., & Dingus, R. (2021). How to not disappear completely: Using video-based discussions to enhance student social presence in an online course. Marketing Education Review, 31(4), 311–321. https://doi.org/10.1080/10528008.2021.1943447
Mohebi, L. (2023). Students’ online engagement and usage of discussion boards on Blackboard: A study from the UAE. Journal of Educators Online, 20(3). https://doi.org/10.9743/JEO.2023.20.3.6
Morris, T. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65, 633–653. https://doi.org/10.1007/s11159-019-09793-2
Nash, B. L., Karkar Esperat, T. M., Mitchell Pierce, K., Shimek, C. H., Rose, C. D., Ivanyuk, L., & Fletcher, L. (2023). Investigating new literacies among teacher educators: A multi-institution collaborative self-study. Literacy Research: Theory, Method, and Practice, 72(1), 238–257. https://doi.org/10.1177/23813377231179192
Oyarzun, B., & Martin, F. (2023). A systematic review of research on online learner collaboration from 2012–21: Collaboration technologies, design, facilitation, and outcomes. Online Learning, 27(1). https://doi.org/10.24059/olj.v27i1.3407
Payne, A. L. (2021). A resource for e-moderators on fostering participatory engagement within discussion boards for online students in higher education. Student Success, 12(1), 93–101. https://doi.org/10.5204/ssj.1865
Pham, C. K., Chong, S. L., & Wan, R. (2022). Students’ experience of social presence in online learning. Proceedings of the 14th International Conference on Education Technology and Computers, 299–303. https://doi.org/10.1145/3572549.3572597
Popescu, E., & Badea, G. (2020). Exploring a Community of Inquiry supported by a social media-based learning environment. Journal of Educational Technology & Society, 23(2), 61–76. https://www.jstor.org/stable/26921134.
Pratiwi, D., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology. https://doi.org/10.30935/cedtech/13094
Rahmatalla, F., Harun, J., & Abuhassna, H. (2024). Mapping research trends in the community of inquiry framework within online courses: A bibliometric analysis. International Journal of Academic Research in Business & Social Sciences, 14(11). https://doi.org/10.6007/ijarbss/v14-i11/23598
Sandidge, C. R., & Schultz, B. F. (2024). Building connections and enhancing learning: Student perspectives of traditional discussion boards in online courses. Journal of Educators Online, 21(4), n4. https://doi.org/10.9743/JEO.2024.21.4.1
Saripudin, M. (2022). Deeper learning, dialogic learning, and critical thinking: research-based strategies for the classroom. Educational Review, 75(3), 587–588. https://doi.org/10.1080/00131911.2022.2028416.
Schultz, S. L. (2021). Discussion boards in the online classroom: Are they actually influencing instructor mediated immediacy, student motivation, student affective learning, student connectedness, and online learning climate? Theses and Dissertations. 1621. https://doi.org/10.30707/ETD2022.20221020070314422393.999967
Schultz, B. F., & Sandidge, C. R. (2022). Improving online discussion boards: What do students say? The Northwest ELearning Journal, 2(1). https://doi.org/10.5399/osu/nwelearn.2.1.5643
Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the community of inquiry framework for online learning. Educational Psychologist, 57(3), 148–161. https://doi.org/10.1080/00461520.2022.2089989
Shin, J., Balyan, R., Banawan, M. P., Arner, T., Leite, W. L., & McNamara, D. S. (2025). Analyzing interaction patterns and content dynamics in an online mathematics discussion board. Interactive Learning Environments, 33(3), 2151–2174. https://doi.org./10.1080/10494820.2024.2392619
Surahman, E., & Wang, T. (2022). Academic dishonesty and trustworthy assessment in online learning: A systematic literature review. Journal of Computer Assisted Learning, 38(6), 1535-1553. https://doi.org/10.1111/jcal.12708
Sweet, S. (2022). Using guided critical reflection to discover deepened and transformative learning in leadership education. Journal of Research on Leadership Education, 18(4), 600–621. https://doi.org/10.1177/19427751221118951
Tawalbeh, M., & Al-husban, N. (2023). EFL students’ perspectives on activities designed for asynchronous discussion forums: Transformative practices. International Journal of Technology in Education, 6(3), 507–520. https://doi.org/10.46328/ijte.519
Tsai, C., Ku, H., & Campbell, A. (2021). Impacts of course activities on student perceptions of engagement and learning online. Distance Education, 42(1), 106–125. https://doi.org/10.1080/01587919.2020.1869525
Wang, Q., Wen, Y., & Quek, C. (2022). Engaging learners in synchronous online learning. Education and Information Technologies, 28, 4429–4452. https://doi.org/10.1007/s10639-022-11393-x
Wang, Y. (2022). Exploring the relationships among the dimensions of a community of inquiry in an online learning environment. Distance Education, 43(3), 353–368. https://doi.org/10.1080/01587919.2022.2088481
Wertz, R. E. H. (2022). Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model. Internet and Higher Education, 52, 100832. https://doi.org/10.1016/J.IHEDUC.2021.100832
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Diane Johnson, Kelly Brown, Kaye Shelton, J. Kenneth Young
This work is licensed under a Creative Commons Attribution 4.0 International License.
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
