Discussion Groups and Online Learning

Diane Boothe

DOI: http://dx.doi.org/10.12775/CSNME.2018.005


This article investigates the components of online discussion groups in terms of their cognitive, social and teaching impact for online learning. Discussion groups serve an essential role and will be defined and their impact addressed as an active learning strategy with multilayered effects. Connecting learners in an online teaching environment is essential and integration of well-designed discussions will facilitate student learning. In the online classroom, critical thinking skills and actively engaged learners are tantamount to student success. The development of asynchronous discussions to enhance learning and critical thinking will be discussed along with reflection and activities to increase student engagement and learning.


discussion groups; online learning; teaching impact

Full Text:



Bratland E. (2016), ICT, the Pedagogical Discourse and Knowledge Problems: What Kind of Knowledge Should Students Have Access to in School? [in:] Bratland E., Siemieniecka D., Siemieniecki B., Knowledge, ICT and Education A Variety of Perspectives, (p. 134), Toruń, (Poland): Wydawnictwo Adam Marszałek.

Brookfield S., Preskill S. (2005), Discussion as a Way of Teaching, Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass.

Discussion post guidelines, Boise State University Blackboard Courses. November 28, 2018.

Garrison D., Anderson T., Archer W. (2001), Critical thinking, cognitive presence, and computer conferencing in distance education, “American Journal of Distance Education”, 15(1).

Lamy M., Hampel R. (2007), Online Communication in Language Learning and Teaching, New York: Palgrave, Macmillan.

Palloff R., Pratt K. (2007), Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco: Jossey-Bass.

Quality Matters in Online Learning, http://www.qualitymatters.org September 1, 2016.

Stavredes T. (2011), Effective Online Teaching: Foundations and Strategies for Student Success. San Francisco: John Wiley and Sons.


  • There are currently no refbacks.

Partnerzy platformy czasopism