As an alliance of academics undertaking blended delivery, we have experienced the challenge of tailoring teaching strategies to different learning styles. Our teaching has evolved, moving from traditional didactic delivery to the utilisation of online technology to accommodate both academic and student expectations. The pressure to teach within constrained resources and issues presented from the COVID-19 pandemic has provided opportunities to optimise educational technology. We identified a gap in genuinely engaged online discussions, observing that pedagogic value was often obscure. This cross-sectional study investigated the opinions and experiences of undergraduate students in four health science online units where asynchronous discussion boards were linked to summative assessment. By assessing discussion posts, students may be motivated to participate further, with student engagement influenced through educator involvement, the discussion purpose and group interactivity. Whilst some students were critical of the value of asynchronous discussion boards, others positively viewed discussions as a platform for peer engagement and information sharing. Discussion boards can provide active learning experiences particularly for online students; however, effective educator involvement and online supportive teaching strategies and practices are crucial to pedagogical success. Based on the key findings from this study we propose implications for practice in a higher education context.

This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion boards in a Health Science subject at the University of Tasmania. After the semester was completed, all facilitators were invited to participate in one-to-one, semi-structured interviews. Interview questions were grouped to produce both descriptive and reflective responses about roles as a facilitator, and about preparation, training and support. Findings suggest that, with appropriately trained and prepared facilitators, online discussion can improve student engagement, enhance learning outcomes and satisfy stakeholder expectations.

The growth of blended and online learning within the higher education sector has required academic staff to develop new skills and confidence in delivering online pedagogy that successfully engages students. Previous research indicated it would be beneficial for staff to develop a common understanding of best practice in learning and teaching using asynchronous discussion boards. The aim of this research was to investigate use of the online Guide by facilitators, who are responsible for developing and facilitating online discussion boards and supporting students’ digital engagement. Findings of previous research was used to inform development of the Guide. Additionally, a review of peer-reviewed and grey literature was undertaken. The researchers collaborated during a series of production workshops to plan, develop and write the Guide. Two members of the team assisted with conversion of the product into an open access online tool hosted by the University of Tasmania learning and teaching website. Feedback regarding the structure and content was embedded on the website to enable users to suggest improvements. Google Analytics data was collected monthly and ePrint data was also monitored. Findings over a 12-month period indicated the Guide was predominantly accessed by Australian users, although there has been growth in downloads of chapters from other English speaking countries. Reports indicate a high proportion of new sessions each month, peaking with the need to ‘super speed’ learning and teaching online due to COVID-19 health and well-being restrictions within the higher education sector, indicating that the Guide is appealing to a growing global audience.

Discussion boards are commonly used as an online communication tool to foster communication between students and, students and staff outside of formal teaching activities and may be assessed as an integral component of blended learning and teaching. A pilot study was undertaken in 2013-14 of first and third year students enrolled in health science and sociology units which utilised asynchronous online discussion boards. The student perspectives of the value of discussion posts in their units were surveyed using an anonymous online questionnaire. No differences between first year and third year students were identified in the survey responses and similarities were found between the different disciplines. Students perceived their level of engagement in discussion boards was influenced by a number of factors, particularly assessment. This study found that assessing student discussions did motivate participation, however, this approach was not always valued by students who may engage in the discussions simply to fulfil the assessment requirements, rather than value add to their learning. Participants in units with assessed discussions were critical of their educational value, particularly when discussions boards were not facilitated effectively or other students did not engage. Students in units where discussion posts were not assessed did not feel as engaged using this online communication tool, but understood its value as a means of formative feedback. Effective facilitation, clear purpose and group participation were therefore perceived to be important factors to engage students in online discussion boards, as supported by previous studies investigating perceptions of discussion boards in a single discipline. Students also indicated that discussion boards provided a pedagogical platform in which peer engagement and information sharing could occur. Students surveyed strongly indicated that discussion boards must be fit-for-purpose and integrated into the curriculum to enhance online learning experiences as part of a blended model.

This paper discusses a pilot study investigating perceptions from undergraduate students enrolled in units in which asynchronous online discussion boards were utilised formatively or linked to summative assessment. Of the influences that determine level of student engagement in online discussions, one key factor is whether discussions are assessed. Whilst assessing student discussions does motivate participation, this approach is not always valued by students as they are critical of the value of asynchronous discussion boards to their learning. The type of postings can be an influencing factor in student engagement, with effective facilitation, clear purpose and group participation perceived to be important. Students also viewed discussion boards as a platform in which peer engagement and information sharing occurred. Students who were enrolled in a unit in which discussion postings were assessed demonstrated emerging critical thinking skills. Students strongly indicated discussion boards must be fit-for-purpose and integrated into the curriculum regardless of whether they are assessed or not.

This paper discusses a pilot study investigating perceptions from undergraduate students enrolled in units in which asynchronous online discussion boards were utilised formatively or linked to summative assessment. Of the influences that determine level of student engagement in online discussions, one key factor is whether discussions are assessed. Whilst assessing student discussions does motivate participation, this approach is not always valued by students as they are critical of the value of asynchronous discussion boards to their learning. The type of postings can be an influencing factor in student engagement, with effective facilitation, clear purpose and group participation perceived to be important. Students also viewed discussion boards as a platform in which peer engagement and information sharing occurred. Students who were enrolled in a unit in which discussion postings were assessed demonstrated emerging critical thinking skills. Students strongly indicated discussion boards must be fit-for-purpose and integrated into the curriculum regardless of whether they are assessed or not.