HELPMATE APP FOR LEARNING RESOURCES

Online asynchronous discussion is argued to have many benefits for student learning. However, whether student participation in the asynchronous discussion should be assessed is controversial. Furthermore, how to assess their participation has been a huge challenge faced by many online instructors. While there is a growing body of literature addressing these issues, there is still a lack of empirical studies in this regard. This paper reported the results of a recent empirical study conducted at a large, public, Midwestern university. Fifty online courses offered by five different Masters’ programs were examined and twenty instructors were interviewed. Both synchronous and asynchronous online discussions are an important component of effective distance education. They allow for the students to interact with each other without being in a classroom. In online discussion environments, students are able to build strong ties and relationships with each other. Online discussions can be presented in different ways and serve students for different purposes. In order for them to be effective, instructors must make their expectations clear, provide feedback, and lead the class down the correct path. This article deals with the importance of the effective design of online discussions and discusses ways that instructors can help students have effective discussions.