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This chapter explores empirical research about online discussions to identify effective strategies for designing online discussions. A secondary objective is to summarize pertinent models of online discussions to develop an integrated model of online discussions. The integrated model provides instructional designers, faculty developers, and faculty members with a coherent framework for designing, facilitating, and participating in online discussions to meet the needs of adult learners. The review of literature showed that quality design of online discussion stimulates meaningful learning and supports a community of inquiry among learners. Scholars distinguish between two types of online discussions: convention, and strategic discussions. The consensus in the literature is that effective online discussions should be intrinsically motivating, support critical thinking and self-direction, as well as promote the negotiation of meaning and co-construction of knowledge. Lastly, the instructor should play an active role in the discussion forum. |
