Students' Perspectives of Facilitating Deep Learning in Online Discussions


The purpose of this study is to examine students’ perspectives about the complex nature of learning in asynchronous online discussions within one education course employing a structured discussion framework. The study draws on the Community of Inquiry (CoI) model proposed by Garrison, Anderson, and Archer (2000), as well as a number of studies suggesting instructional practices for structuring online discussions to support learning. Through coded analysis of transcripts from face-to-face focus group interviews, the investigators explore students’ perspectives about the features associated with deep learning and engagement in online discussions. Findings identified four features that students recognize as supportive of deep learning: asynchronous dialogue, defined discussion roles, unchanging small groups, and autonomy. This study extends existing literature by using qualitative methods to explore experiences with learning in online discussions as described in students’ own voices.

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Conference Proceeding

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