After collection and analyses of data, the guiding research questions explored whether relationships existed between students’ frequency of discussion forum activity—posts and replies (interactions) and views (non-interactions)—and students’ success. Students who had higher frequencies of discussion forum posts, discussion forum replies, and discussion forum views had higher rates of student success. The first two findings are not surprising since research has found positive relationships between student interactions in discussion forums, such as discussion forum posts and replies, and student success. For example, Hu and Kuh (2002) assert that student engagement is a function of student interactions. Dawson et al. (2009) argue that more than 80% of student interactions occur in the discussion forums of an LMS. Dixson (2010) claims that highly engaged students are more likely to use discussion forums to interact with other students and the instructor than less engaged students. Furthermore, Beer et al. (2010) add that discussion forums have the ability to promote student interaction and engagement, thus increasing the likelihood of student success. Surprisingly, students who had higher frequency of discussion forum views—meaning they visited the discussion forum pages without adding to the conversation—also had high rates of success. There are no previous studies that support students who do not actually contribute to the discussion, yet benefit by reading other students’ posts and replies. This initial exploratory study attempts to fill the gap in the literature by focusing on students who find success in online environments but may not necessarily contribute to discussion forums—like wallflowers at a dance who have fun at a
social event but may not necessarily participate in the activities. The above findings suggest that educators need to do more than just require students to post and reply to discussion forums. Instructors should incorporate teaching techniques to ensure students view previous posts and replies found within discussion forums. For example, instructors could create exam questions that directly tie into discussion forum topics, or create prompts that require students to read previous posts and or replies in order to participate. Practices that promote student interaction and non-interactions in online environments could be initiated at the administration level as well. Administrators could also help increase online student success by offering professional development opportunities for faculty. Professional development can help educators realize unconventional ways to increase student engagement within LMSs, thus increasing student success. REFERENCES
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