Discussions in Online Courses

Introduction

Discussions are a central part of many online courses, and when they are thoughtfully designed and facilitated, they can support some of the most meaningful learning in a course. The suggestions below highlight practical ways to design strong discussions and support student engagement. There are also example discussion activities to inspire your own assignments.

A Closer Look

Three Components of a Good Discussion

Successful discussions typically include three key components:

  • Open-ended questions
  • Well-crafted and clear guidelines
  • Instructor involvement

Open-Ended Questions

Instead of relying on factual questions, use prompts that invite reflection, encourage opinions, and lead to thoughtful responses. Discussion questions are often based on course textbooks or readings. To keep things engaging, consider incorporating questions tied to students’ personal experiences or real-life applications.

Here are some examples:

  • Reflect on a personal or observed healthcare experience. What worked well, and what could have been improved from an administrative perspective?
  • How has social media changed the way we form communities and identities? Do you see this change as mostly positive or negative? Use one personal example and two scholarly sources to support your answer.
  • How should society balance innovation in areas like artificial intelligence with concerns about privacy and job displacement?

Clear Guidelines

Ensure your discussion guidelines are clear and easy to follow. For each discussion assignment, consider:

  • Specifying when posts are due, their length, and their style
  • Including a rubric
  • Making discussions part of the overall course grade
  • Pairing or grouping students in various ways throughout the semester
  • Assigning roles to ensure that the discussion remains active and covers multiple perspectives on a topic

Active Participation

Finding the right level of instructor participation is essential. Think of participation as a continuum:

  • On one end, you participate very little or not at all, potentially signaling a lack of interest.
  • On the other hand, you participate too much and create an environment where students may not feel their participation is valuable or needed.

The goal is to strike a balance somewhere in the middle.

Here are some tips to help you find a good balance:

  • Students appreciate instructor presence but may disengage if your response feels like the “final answer.” Model effective participation without dominating the conversation.
  • Revive stagnant discussions by asking follow-up questions or rephrasing the original prompt.
  • Foster a sense of community. Early semester introductions or informal discussions can help students feel more connected.
  • Require students to submit a summary of the discussion as a more structured way to ensure participation.
  • Reach out individually to students who are not participating.

Examples of Discussion Activities

OPLR’s Instructional Strategies & Course Design Showcase includes several examples from live courses. Here are a few to check out:

You might also survey students at the end of the semester to learn what they found valuable, what challenges they faced, and what improvements they would suggest for future discussions.

Additional Resources