An Introduction to Strategies for Meaningful Online Discussions

What are the advantages of online discussions?

There are three advantages to online discussions that commonly come up in research on online discussions:

Online discussions offer more flexibility, allowing students to work at their own pace and at a time convenient to their schedule. This can provide students with more time to reflect on and develop their ideas.
Online discussions can also be more inclusive. Students participate on their own terms and can offer students more options for how to participate. As a result, they can accommodate a wider range of student needs.
Online discussions can meet multiple learning objectives. A common misconception about asynchronous online discussions is that they serve as long individual writing assignments rather than opportunities for meaningful idea exchange. In reality, their value depends on purpose: discussions can build a sense of community, help students connect course content to their experiences, and foster the development and application of critical thinking skills.

What are the challenges of online discussions?

There are two main challenges that are often cited in the research.

Both faculty and students note that the standard 1 post + 2 replies model often limits meaningful peer interaction.
Instructors often find it difficult to motivate meaningful student participation because the 1 post + 2 replies format can feel monotonous, while students struggle to feel comfortable sharing their ideas. As a result, discussions often yield minimal or repetitive responses.

How can I create meaningful online discussions?

Meeting these challenges starts with discussion design. In the design stage, it is critical to consider the purpose of the discussion. This allows instructors to design outcome-oriented discussions. To do this, instructors can work backwards from the purpose and ask themselves:

What is the intended outcome?
What steps do students need to take to meet this outcome?
What skills will students gain or utilize by achieving this outcome?

Considering a discussion’s outcomes leads to designing more intentional questions to spark student inquiry and engagement. Here are some strategies for intentional question design.

Craft discussion questions that:

Are open-ended, encouraging diverse perspectives and natural conversation.
Use inclusive, unbiased language and avoid references specific to any single group.
Engage both lower- and higher-order thinking by prompting students to demonstrate understanding, think critically, and draw conclusions.
Encourage reflection and metacognition, allowing students to make sense of their learning and track their progress.

An essential part of discussion design is setting clear expectations—such as the required number and length of posts and replies, as well as any documentation requirements.

Transparency in assessment is equally important. Use a rubric or include a brief description in the syllabus outlining what you look for in student posts.

Whenever possible, provide sample posts to illustrate what strong contributions and peer responses look like. You can even turn this into a discussion activity by inviting students to identify the strengths of the provided examples. Clear guidelines and transparent assessment not only help students meet the discussion’s objectives but also reduce anxiety about participation.

Ok, show me an example.

In his article “A Paradigm for Consequential Discussions,” Daniel Lloyd offers a template for crafting intentional discussion questions that breaks down a discussion question into different parts:

Elements Required for the Initial Post. The two elements for the initial response engage both lower and higher-order thinking. The first question asks students to explain a part of the larger topic and the second question asks students to make a connection to another part of the larger topic or other course materials.
Elements for the Responders. The element required for the responder is to make a connection between what is said in the post and another part of the larger topic or course materials not mentioned in the post. (2021)

Here’s an example that applies this paradigm from Lloyd (2021) to a discussion in an English course on World Literature:

Initial Posts

Due by 11:59 PM on Friday, January 26 and two peer replies are due by 11:59PM on Monday, January 29 | 20 Points (10 for initial post and 10 for peer replies)

Prompt for the Initial Post:

In Unit 1, we have read two important global works about leaving home to venture into the unknown.

Reflect on the journey undertaken by Bashō in The Narrow Road to the Deep North and identify a recurring theme that stands out to you.
Analyze the differences and similarities between the two journeys in The Narrow Road to the Deep North and The Journey to the West by Wu Cheng’en.

Support your answers with direct quotations from both texts and include appropriate parenthetical citations.

You have options for how you can post:

Write your post in 250-300 words.
Post a 2–3-minute video response.
Post a 2–3-minute audio response.

Please organize your ideas cohesively and use specific examples.

Prompt for Peer Responses:

Reply to the post above yours and the post below yours. Each peer response must do the following:

Begin your response by acknowledging the specific points your peer made in their analysis.
Make a connection between something your peer said and how The Narrow Road to the Deep North and The Journey to the West affirm or defy the conventions of the journey narrative.

You have options for how you can reply:

Write your reply in 200-250 words.
Post a 2–3-minute video response.
Post a 2–3-minute audio response.

Criteria for Success

My post/reply follows all instructions and adheres to word/time limits.
My answer(s) directly respond(s) to the question(s).
My ideas are supported with details, examples, and direct quotations.
I organize my ideas in a cohesive and logical manner.
I follow our class's community agreements of netiquette.
I have proofread my response for grammar and spelling.

Okay, I’ll Try It.

Now that you’ve explored strategies for designing more meaningful online discussions, take a few minutes to apply one to your own course. Choose one existing discussion activity and revise it using one of the approaches outlined above—perhaps by clarifying the purpose, reframing your discussion questions, or offering students more flexible response options.

As you make your revision, consider the following guiding questions:

What specific learning outcomes do you want students to achieve through this discussion?
How can your question design better encourage authentic student exchange?
What changes to your expectations or assessment might help reduce student anxiety and support engagement?

When you’re done, try your revised discussion in your next course or share it with a colleague for feedback. Small changes can make a big difference in helping students connect more deeply with course material and each other.

If you’d like to discuss your revision or work through the process with an instructional designer (ID), visit our virtual Open Labs to meet 1:1 with an ID.

References

An, H., Shin, S. and Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. Computers and Education, 53(3), pp.749-760.

Baran, E, and Correia, A.P. (2009). Student-led facilitation strategies in online discussions. Distance Education 30(3), pp.339-361.

Boettcher, J. (2019). Four types of discussion forums in online courses. Designing for Learning.

D’Agostino, S. (2022). With online social annotation, students read together. Inside Higher Ed.

Della Noce, D.J., Scheffel, D. L., and Lowry, M. (2014). Questions that get answered. Journal of Online Learning and Teaching, 10(1), pp.80-96.

Hambacher, E., Ginn, K. and Slater, K. (2018). Letting students lead. Journal of Digital Learning in Teacher Education, 34(3), pp.151-165.

Hew, K. F. and Cheung, W.S. (2012). Student Participation in Online Discussions. Springer. https://doi.org/10.1007/978-14614-2370-6

The K. Patricia Kross Academy (2020, May 21). Online teaching adaptation: Dyadic interviews [Video]. Youtube.

Kaur, Irameet. (2023). Facilitating asynchronous discussions online. ONEHE.

King, A.S., Taylor, J. B. and Webb, B. M. (2021). Promoting productive political dialogue. Journal of Political Science Education, 17(1), pp.724-750.

Kofoed Wind, D. (2020). How to write discussion questions that actually spark discussions. Eduflow.

Lloyd, D. (2021). A paradigm for consequential discussion boards. Online Learning Consortium.

Miller, M. D. (2014). Minds Online: Teaching Effectively with Technology. Harvard U.P.

Page, L., Millea Hullett, E., and Boysen, S. (2020). Revitalizing online learning. The Journal of Continuing Higher Education, 68(2), pp.128-136.

Smith, T.W. (2019). Making the most of online discussion. International Journal of Teaching and Learning in Higher Education, 31(1), pp.21-31.

Stewart-Mitchell, J. (2021). Activities to spark discussion in the classroom. Busy Teacher.

Center for Teaching & Learning