Asynchronous Discussion Board Participation and Learning Outcomes: Class Level Predictors in an Online Criminology Course

• In Event: 4404 - Inclusive Pedagogy

Abstract

While there has been rapid growth of online education, there is relatively little research on what technological utilities might enhance learning online. Through promoting peer exchanges, online discussion boards may emerge as a key link toward enhancing student engagement and performance. However, no study explores the extent to which the macro level of participation of a class may stimulate a link between individual level discussion board participation and learning. The present research fills this gap. METHODS. Data refer to 540 students who completed an online course in criminological theory. Learning outcomes are measured by scores on a standardized final exam. 22 sections are divided into: 11 sections with high and 11 with low levels of participation on the board, using 11,085 posts to measure participation. RESULTS. In low participation sections, discussion board posts did not predict final exam scores. In contrast, in sections with high community participation, the higher the individual discussion board posts the higher the scores on the final exam. CONCLUSION. This is the first study to report that online discussion board involvement promotes student learning outcomes, but only when the individual learner is nested in a class with relatively high levels of participation.

Author

• Steven Stack, Wayne State University