Engaging students in learning through online discussion

A phenomenographic study

Abstract

This article draws on the findings of phenomenographic research into university teachers' conceptions of learning through online discussion. It was revealed that university teachers consider online discussion in their pedagogy to - a. provide time and access; b. engage learners; c. foster a community of learners; and d. enable higher-order cognition and learning. Widening participation in higher education reinforces the challenge for teachers to encourage learner engagement. This article explores the adoption of online discussion as a strategy to engage learners. It contributes to our understanding of how teachers' think about learning technologies, in particular, asynchronous online discussion and its affordances for learning. There are implications for university teachers, educational designers, academic developers, e-learning professionals and all those involved with the enhancement of student engagement, learning experiences and outcomes.