Use of Discussion Forums in Online Learning Environments

Abstract

Discussion forums, which have more features among the tools used in the online group
discussion process, are the most preferred learning tool in this process. Instructors, from
elementary school to college often use online discussion forums to encourage interaction and
complex thinking that are not always effective in traditional face-to-face learning situations.
Discussion forums are a tool that enables learners to create information, collaborate and
interact simultaneously or asynchronously in the online learning environment. In addition
this, it allows more time for all learners to reflect on their own ideas and to respond to other
learners in the learning process. However, it is seen that there are not enough studies on the
usability of discussion forums, which are an effective learning material used in online
learning environments. From this point of view, this study investigates the usability of
discussion forums in online learning environments. In this study, in which qualitative research
method was used, the opinions of 8 field experts determined by purposeful sampling method
were consulted in the context of the use of discussion forums in online learning environments.
With the investigation of the usability of discussion forums in online learning environments, it
is predicted that the efficiency to be obtained from these environments will increase.

Full text

316
Use of Discussion Forums in Online Learning
Environments
Hakan KILINC 1*, Hakan ALTINPULLUK 2
1Anadolu University, Open Education Faculty, Turkey
2 Anadolu University, Open Education Faculty, Turkey
*Corresponding author
Abstract.
Discussion forums, which have more features among the tools used in the online group
discussion process, are the most preferred learning tool in this process. Instructors, from
elementary school to college often use online discussion forums to encourage interaction and
complex thinking that are not always effective in traditional face-to-face learning situations.
Discussion forums are a tool that enables learners to create information, collaborate and
interact simultaneously or asynchronously in the online learning environment. In addition
this, it allows more time for all learners to reflect on their own ideas and to respond to other
learners in the learning process. However, it is seen that there are not enough studies on the
usability of discussion forums, which are an effective learning material used in online
learning environments. From this point of view, this study investigates the usability of
discussion forums in online learning environments. In this study, in which qualitative research
method was used, the opinions of 8 field experts determined by purposeful sampling method
were consulted in the context of the use of discussion forums in online learning environments.
With the investigation of the usability of discussion forums in online learning environments, it
is predicted that the efficiency to be obtained from these environments will increase.
Keywords: discussion forums, online learning, online learning environments, qualitative
research
1. Introduction
According to Vygotsky (1967), social and cognitive development takes place first on the
social plane where learner and instructor interactions exist; After this stage, social content and
context are transformed into the individual plane and internalized. Cognitive processes such
as clarifying, elaborating, defending and integrating opinions and thoughts become
operational with the dialogues carried out in this process (Jonassen et al., 1995). In other
words, the creation of meaning or the construction of information takes place as long as
thoughts are expressed, reflected and discussed. This communication process, which takes
place orally in the traditional environment, can also be done in written form with the spread of
online environments. The written communication opportunity provided in online learning
environments ensures that the communication process carried out in these environments is
carried out asynchronously. Along with asynchronous communication, online learning
environments allow the application of the online group discussion technique that allows
learners to exchange information, develop creative ideas, create a better understanding and

317
participate in the learning process in a more interactive way (Knowlton, 2002). Group
discussions in online learning environments can be carried out by e-mail, discussion forums,
conference systems, Wikis and other Web 2.0 technologies (Black et al., 2011). Discussion
forums, which have more features among the tools used in the online group discussion
process, are the most preferred learning tool in this process (Schiek ve Ullrich, 2019).
In online learning environments, learners are asked to discuss and interact in the learning
process (Loncar et al., 2014). Instructors, from elementary school to college often use online
discussion forums to encourage interaction and complex thinking that are not always effective
in traditional face-to-face learning situations (Chen and Wang, 2009). Discussion forums are a
tool that enables learners to create information, collaborate and interact simultaneously or
asynchronously in the online learning environment (So, 2009). Gerosa et al. (2010) defines
the online discussion forum as an asynchronous textual communication tool used to learn
better. Online discussion forums help less confident learners to voice their opinions. In
addition this, it allows more time for all learners to reflect on their own ideas and to respond
to other learners in the learning process. Loncar et al. (2014) stated that, due to the lack of
face-to-face communication in online learning environments, online discussion forums will be
used more in these environments in the future. Green et al. (2014), in a study they conducted,
concluded that discussion forums are the most used component of learning management
systems, which are widely used in online learning processes. The following seven
components have been underlined by Hew and Cheung (2008) in order to make discussion
forums more efficient. These components;
• presenting their own views or experiences,
• ask questions,
• show appreciation,
• to create a basis for discussions,
• suggest a new direction to discussions,
• inviting people to contribute personally,
• summarizing the discussions that took place during the process,
is like. At this point, it can be stated that the trainers should pay attention to these elements in
the learning activities carried out in online discussion forums.
Learners who interact with each other are mainly involved in the process of generating
ideas, exposing these ideas to others' comments and criticism, and reshaping the ideas in the
light of the discussions they make in the process (Rowntree, 1995). This process is consistent
with the idea that learning emerges from efforts to create common meanings (Roschelle,
1992). In this context, the use of online discussion forums that allow simultaneous and
asynchronous interaction in online learning environments, such as online group discussions,
to enable learners to participate in a social and interactive learning process and to form a
questioning community. In addition, in the relevant literature, it has been observed that the
studies conducted on how discussion forums should be designed in online learning processes,
how to increase participation and what their limitations might be were insufficient. From this
point of view, this study investigates the usability of discussion forums in online learning
environments. In this study, which was designed with the qualitative research method, the

318
following research question was asked to the participants who were determined through
purposeful sampling:
• How can discussion forums be used as an effective learning material in online learning
environments?
• What are the advantages of discussion forums in online learning processes?
• What are the drawbacks of discussion forums in online learning processes?
2. Method
In this study, phenomenology method was used in order to obtain the opinions of field
experts on the usability of discussion forums in online learning environments.
Phenomenology pattern, a research design that focuses on phenomena that we are aware of
but do not have an in-depth and detailed understanding, is an inquiry strategy in which the
researcher tries to define the essence of human experiences about a phenomenon explained by
the participants (Creswell, 2003).
2.1. Working Group
In qualitative research, purposeful sampling is preferred over random sampling, as it is
recommended to keep the sample group small in order to investigate the sample in depth
(Miles & Huberman, 1994). In order to be suitable for the purpose of the study, criterion
sampling method, which is one of the purposeful sampling methods, was preferred. The basic
understanding in the criteria sampling method is to study all situations that meet a
predetermined set of criteria. At this point, a set of previously prepared criteria can be used, as
well as developed by the researcher (Yıldırım & Şimşek, 2011). In this study, the criteria for
participants to be open and distance learning experts were taken into account. In this context,
the demographic information of the experts who contributed to the study are shown in Table
1.
Table 1. Demographic information of the participants
Participant
Age
Gender
Title
Seniority
(Year)
P1
68
Male
Doctor
45
P2
35
Male
Doctor
10
P3
48
Male
Doctor
26
P4
31
Male
Doctor
6
P5
26
Female
Doctor
7
P6
32
Female
Doctor
8
P7
39
Female
Doctor
14

319
2.2. Data collection tool
Structured interview questions were directed to open and distance learning experts in order
to get their views on the usability of discussion forums in online learning environments.
Before the interviews, the content validity of the structured interview form was obtained by
obtaining the opinions of three experts working on qualitative research methods and the final
version was given. The structured interview form, which was finalized in line with the
opinions of field experts, was created through Google Docs. The interview form consists of 3
open-ended questions. Open-ended questions were prepared in line with the research
questions prepared within the scope of the research purpose.
2.3. Data Analysis
Content analysis method was used to analyze the data. The main purpose in content
analysis is to reach the concepts and relationships that can explain the collected data. For this
purpose, the collected data must first be conceptualized, then organized in a logical manner
according to the emerging concepts and the themes explaining the data must be determined
accordingly (Yıldırım ve Şimşek, 2011). Content analysis to be carried out within the scope of
the study was carried out using NVIVO 12 qualitative data analysis program. The codes were
determined as a result of the content analysis of the raw data obtained from the interviews.
The codes obtained are presented in the findings section of the study.
3. Findings
The findings obtained in the light of the questions asked to the participants within the
scope of this study are given below.
3.1. Opinions of Field Experts on How the Discussion Forums Can Be Used as an
Effective Learning Material
Within the scope of the study, firstly, how discussion forums can be an effective learning
material in online learning environments was emphasized. In this context, the opinions
obtained from the participants are shown in Figure 1.

320
Figure 1. Use of discussion forums as an effective learning material
At this point, one of the sub-themes highlighted is "Instructor should give feedback to
learners". The views highlighted under this sub-theme are as follows:
“…The instructor should not neglect feedbacks to support the learners.” P1
“…These forums should be constantly checked by moderators and feedback should be
made without delay to learners’ views. Otherwise, the student will feel lonely and delay
participation in the forums.” P3
“…In the discussion forms, the instructor should be guided.” P4

321
Another sub-theme highlighted by the participants was the theme “Instructor should
support social interactions in discussion forums”. The views obtained under this theme are as
follows:
“…Discussion forums should aim to enable learners to exchange ideas among themselves
and to ensure the active participation of other learners. At this point, instructor should
support the relationships between learners.” P6
“The role of the instructors should be to motivate learners to participate in discussion
forums in a variety of ways.” P7
Another sub-theme highlighted under the main theme of Use of discussion forums as an
effective learning material is "Flipped clasrroom model should be applied in discussion
forums". The views obtained under this theme are as follows:
“…A learner’s prior research on the topic given in a discussion form will both prepare the
ground for the learner to express herself comfortably and to express her thoughts on the
subject with more concrete expressions.” P2
“…Discussion forums can be used in preparation for the lesson to attract students'
attention to the lesson. It can also be used to consolidate the information learned in the
course.”P5
3.2. Views of Field Experts on the Advantages of Discussion Forums
Within the scope of the study, the opinions of field experts were consulted on the
advantages of discussion forums in online learning environments. The views obtained in this
context are shown in Figure 2.
Figure 2. Advantages of discussion forums

322
One of the sub-themes that stand out from the views obtained under this theme is "It
enables peer learning through online group discussion”. The views obtained under this theme
are as follows:
“…In these environments, learning can also take place through peer learning.” P1
“….In these environments, learners can provide a learning experience through peer
learning. They can obtain different information from their instructor in the context of subject
or study. They can provide confirmation of true or false information here.” P3
Another sub-theme highlighted under the relevant main theme was the theme of "Provides
learner-learner and learner-instructor interaction". The view obtained under this theme are as
follows:
“…Learners can get detailed information about a topic from both the instructor and other
learners.” P5
Another sub-theme highlighted under the Advantages of discussion forums main theme is
“It enables students to express their thoughts and obtain opposing views”. The views obtained
under this theme are as follows:
“…Considering the discussion forms as an environment where all participating learners
can present their ideas and all other learners can receive these ideas, they can provide
enormous advantages.” P1
“…It is also important for the learners to share their thoughts with other learners, to know
what the learners who have similar or opposing views to them, and to enable the learners to
brainstorm.” P4
3.3. Views of Field Experts on the Drawbacks of Discussion Forums
The last research question posed to field experts within the scope of the study addressed
the disadvantages of discussion forums in online learning environments. The opinions
obtained in this context are shown in Figure 3.

323
Figure 3. Drawbacks of discussion forums
At this point, one of the prominent sub-themes is “The discussion forum may not be
managed effectively”. The views obtained under this theme are as follows:
“…As a limitation, it can be said that the instructor does not give feedback. Because if
learners cannot get feedback on what they wrote, wrong learning may occur. In order to
prevent wrong learning, immediate feedback should be given.” P3
“…The limitation is that it must be constantly followed by the instructors. Otherwise, if the
discussion moves away from context and goes in different directions and learners misinform
each other, it may lead to learning of wrong information. However, as with learners,
instructors may see this as an extra workload.” P1
Another sub-theme highlighted under the related main theme is "Does not appeal to
learners with low technology literacy". The views obtained under this theme are as follows:
“…It is also possible that individuals who do not have or have little Internet usage habits
do not actively participate in discussion forms.” P6
“…Lack of experience with online discussion forums also leads to different learner
profiles. In this way, learners’ participation and interaction are different from each other.”
P5
Discussion, Conclusion and Suggestions
Within the scope of this study, which received opinions from field experts about the
usability of discussion forums in online learning environments, it was concluded that

324
discussion forums are effective learning materials that can be used in these environments. In
this context, it can be said that permanent learning can be achieved in discussion forums
where instructors support social relations between learners by guiding them. Similar to this
result, Chau and Xu (2012) stated that discussion forums are an important tool for effective
learning in online learning environments. In addition, it can be stated that discussion forums
that provide asynchronous learning are a suitable tool for learners to learn at their own
learning pace. In this context, So (2009) emphasized that discussion forums allow learners
more time to reflect their own ideas and respond to other learners in the learning process.
Besides, Loncar et al. (2014) stated that discussion forums are a suitable tool for online
learning environments due to this feature.
One of the most emphasized issues within the scope of the use of discussion forums is that
this tool can be managed effectively and thus prepare the ground for discussions between
learners. At this point, Kılınç (2020) stated that discussion forums where online group
discussions are held should be divided into manageable groups. In this context, it was stated
that discussion forums should consist of a maximum of 150 learners as stated by Dunbar
(1992) in order not to show the feature of massiveness. In addition, Kılınç (2020) stated that
in these environments, instructors should act within the framework of social constructivism
theory and Community of inquiry theory. In addition, the following seven components were
highlighted by Cheong and Cheung (2008) in order to effectively manage online discussion
forums. These components; (i) presenting their own views or experiences, (ii) asking
questions, (iii) showing appreciation, (iv) providing ground for discussions, (v) suggesting a
new direction to discussions, (vi) inviting people to contribute personally, (vii ) to summarize
the discussions that took place during the process. Therefore, it can be stated that the
instructors who direct the discussion forums should consider these components.
One of the most important benefits of discussion forums used in online learning
environments is that learners express their own ideas and confront opposing ideas. At this
point, Hampton et al. (2017) states that learners, who also have opposing ideas by expressing
their own ideas in discussion forums, gain a rich learning experience through mutual
dialogues.
Another striking result obtained within the scope of the study is that discussion forums can
be used effectively in flipped classroom technique, which is one of the effective techniques
that can be applied in online learning environments. At this point, related resources can be
presented to learners by contacting learners through discussion forums in online learning
processes. In this way, it can be ensured that the learning processes are passed more
efficiently by ensuring that learners come prepared to the subject given in the course.
Regarding the drawback of discussion forums used in online learning environments, it is
emphasized that learners may not express themselves as they wish and may not have the
necessary technology literacy. However, an important limitation is that the discussion
environment cannot be managed effectively. At this point, Osborne et al. (2018) emphasized
that in discussion forums that are not managed effectively, the issue can be dispersed and
learners will not continue to discuss. In this context, it can be stated that attention should be
paid to the design of discussion forums. Therefore, it is an important point to keep discussions
manageable. At this point, machine learning algorithms can be developed to provide
uninterrupted support by disabling the human factor for unmanageable large groups. In this

325
way, using artificial intelligence, it can be made possible to manage the discussion forum as a
human being should. On the other hand, links that can support the discussions with
multimedia elements can be used so that discussion forums are not only dependent on written
texts and visuals.
References
[1] Black, L. W., Wesler, H. T., Cosley, D. and DeGroot, J. M. (2011). Self-governance
through group discussion in Wikipedia: Measuring deliberation in online groups. Small
Group Research, 42, 595–634.
[2] Chau, M. and Xu, J. (2012). Business intelligence in blogs: Understanding consumer
interactions and communities. MIS quarterly, 36(4).
[3] Chen, F. C. and Wang, T. C. (2009). Social conversation and effective discussion in
online group learning. Educational Technology Research and Development, 57(5), 587-
612.
[4] Cheong, C.M. and Cheung, W.S. (2008). Online discussion and critical thinking skills: A
case study in a Singapore secondary school. Australasian Journal of Educational
Technology, 24(4), 556-573.
[5] Creswell J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods
Approaches. Thousand Oaks, CA: Sage.
[6] Dunbar, R. I. (1992). Neocortex size as a constraint on group size in primates. Journal of
Human Evolution, 22(6), 469-493.
[7] Gerosa, M. A., Filippo, D., Pimentel, M., Fuks, H. and Lucena, C. J. P. (2010). Is the
unfolding of the group discussion off-pattern? Improving coordination support in
educational forums using mobile devices. Computers & Education, 54, 528–544. doi:
10.1016/j.compedu.2009.09.004.
[8] Green, R. A., Farchione, D., Hughes, D. L. and Chan, S. P. (2014). Participation in
asynchronous online discussion forums does improve student learning of gross anatomy.
Anatomical sciences education, 7(1), 71-76.
[9] Hampton, D., Pearce, P. F. and Moser, D. K. (2017). Preferred methods of learning for
nursing students in an online degree program. Journal of Professional Nursing, 33(1), 27-
37.
[10] Hew, K. F. and Cheung, W. S. (2008). Attracting student participation in
asynchronous online discussions: A case study of peer facilitation. Computers &
Education, 51(3), 1111-1124.
[11] Jonassen, D. H., Davidson, M., Collins, M., Campbell, J. and B. B. Haag. (1995)
Constructivism and computermediated communication in distance education. The
American Journal of Distance Education, 9(2), 7-26.
[12] Kılınç, H. (2020). Çevrimiçi Grup Tartışmalarının Öğrenenler Üzerindeki Etkisinin
Çeşitli Değişkenler Açısından İncelenmesi: Anadolu Üniversitesi Açıköğretim Fakültesi
Örneği. [Investigation of the Effect of Online Group Discussions on Learners in Terms Of

326
Various Variables: The Case Of Anadolu University Open Education Faculty] Doctoral
dissertation. Anadolu University, Turkey.
[13] Knowlton, D. S. (2002). Promoting liberal arts thinking through online discussion: A
practical application and its theoretical basis. Educational Technology & Society, 5(3),
189–194.
[14] Loncar, M., Barrett, N. E. and Liu, G. Z. (2014). Towards the refinement of forum and
asynchronous online discussion in educational contexts worldwide: Trends and
investigative approaches within a dominant research paradigm. Computers & Education,
73, 93-110.
[15] Miles, B. M., Huberman A. M., (1994). Qualitative data analysis: An expanded source
book (2.nd edition). California: Sage Publications.
[16] Osborne, D. M., Byrne, J. H., Massey, D. L. and Johnston, A. N. (2018). Use of online
asynchronous discussion boards to engage students, enhance critical thinking, and foster
staff-student/student-student collaboration: A mixed method study. Nurse education
today, 70, 40-46.
[17] Roschelle, J. A. (1992). Learning by collaborating: convergent conceptual change.
Journal of the Learning Sciences, 2(3), 235–276.
[18] Rowntree, D. (1995). Teaching and learning online: a correspondence education for
the 21st century? British Journal of Educational Technology, 26(3), 205-215.
[19] Schiek, D. and Ullrich, C. G. (2019). Using Web Forums for Qualitative Inquiries:
Empirical Findings on the Conditions and Techniques for Asynchronous Online Group
Discussions. The Qualitative Report, 24(13), 5- 16.
[20] So, H. J. (2009). When groups decide to use asynchronous online discussions:
collaborative learning and social presence under a voluntary participation structure.
Journal of Computer Assisted Learning, 25(2), 143-160.
[21] Yıldırım, A. ve Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8.
Basım). Ankara: Seçkin Yayınları
[22] Vygotsky, L. S. (1967). Play and its role in the mental development of the child.
Soviet Psychology, 5(3), 6-18.