Using Asynchronous Discussion Boards To Teach IS: Reflections From Practice

This study explores how student learning via asynchronous, threaded discussion boards may be managed successful. We examine the elements of course scaffolding on that affect student learning and engagement in discussion. We explore the role of the instructor in mediating learning. We base our findings on an analysis of 21 online courses in the IS domain, conducted by multiple instructors over a period of eight years. Our findings indicate that three aspects of course scaffolding impact learning outcomes: question structure, question focus, and the design of supporting materials. We also deconstruct the myth of the entertaining professor , concluding that, while students are more satisfied with courses where the professor is deemed to be entertaining – and thus more motivated to learn - this form of course mediation may actually impede deep learning

Participation Solicitation Design for Learner Engagement with Epistemic Objects and Situated, Collective Learning in Online Discussion Boards

This paper describes research examining how we may design effective affordances for contextually- and socially-situated learning in professional domain courses mediated via digital technology platforms. Online learning affordances do not simply offer technology-related mechanisms for student interaction, but also provide mechanisms that allow situated professional practice and contextual domain knowledge to be incorporated into a digitized version of experiential learning. We distinguish between online learning affordances as technology mechanisms that guide normative actions and affordances as participation solicitations that provide learners with targeted affordances for active engagement in socially-situated learning. Our analysis focuses on the domain-specific pattern sensitization that results from the joint creation of, and collective interactions with epistemic discussion objects and that leads to increased self-efficacy in active, experiential learning. The contribution is to demonstrate how solicitation-affordances complement technology affordances to support student engagement in interactive online learning, through examples of behavior and a framework for affordance configuration