Online discussions as an intervention for strengthening students' engagement in general education

Aderibigbe, Semiyu Article Online discussions as an intervention for strengthening students' engagement in general education Journal of Open Innovation: Technology, Market, and Complexity Provided in Cooperation with: Society of Open Innovation: Technology, Market, and Complexity (SOItmC) Suggested Citation: Aderibigbe, Semiyu (2020) : Online discussions as an intervention for strengthening students' engagement in general education, Journal of Open Innovation: Technology, Market, and Complexity, ISSN 2199-8531, MDPI, Basel, Vol. 6, Iss. 4, pp. 1-15, https://doi.org/10.3390/joitmc6040098 This Version is available at: https://hdl.handle.net/10419/241484 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ Journal of Open Innovation: Technology, Market, and Complexity Article Online Discussions as an Intervention for Strengthening Students’ Engagement in General Education Semiyu Adejare Aderibigbe Department of Education and Institute of Leadership in Higher Education, University of Sharjah, Sharjah 27272, UAE; [email protected] Received: 5 September 2020; Accepted: 23 September 2020; Published: 28 September 2020   Abstract: Research suggests that students are skeptical about the values of General Education courses. This revelation calls for different strategies to improve students’ engagement in the classes, including the use of online learning platforms. This study documents students’ experiences of the online discussion forum as a tool for strengthening their engagement in the Social Sciences context of General Education. Data collection and analyses were conducted using quantitative and qualitative strategies involving learning analytics and critical incident questionnaire. The findings revealed that the forum aided students’ engagement and learning in the courses, especially when reading and responding to colleagues’ posts and relating topics to their personal experiences. Despite this, the findings showed that students’ engagement was hampered while interfacing with each other on the platform when colleagues repeated ideas, and discussions were inconsistent with their personal experiences. The results suggested that constructive feedback, clear guidelines, and reflective questions can strengthen students’ engagement and learning in online discussions. Based on the findings, implications for practice and stakeholders are discussed. Keywords: online discussion forum; general education; engagement; collaborative learning; constructivism; technology 1. Introduction General Education (GNED) programs supplement departmental core courses [ 1 ] by allowing students to learn concepts and ideas different from those in their specialization areas. Through an interdisciplinary approach, GNED provides students the learning opportunities for developing knowledge and skills to be functional and productive members of society. It is not surprising that literature indicates that GNED facilitates the transmission of social, cultural, economic, and educational values and goals [ 2 ]. Even so, research suggests that the objectives of GNED in many institutions may have been hampered as a result of several challenges [ 3 ]. For instance, a report indicates that some students see GNED courses as a sheer waste of time because of the inconsistency between those courses and their professional plans [ 4 ]. Another study reveals that students may not have an understanding of the values and missions of the GNED courses, and subsequently, they may deem the courses to be unimportant [ 5 ]. In the same study, the scholars state that students were undecided on the GNED program’s relevance despite reorganizing their course [5]. That said, the literature indicates that technology innovations impact all the sectors of society, including the teaching and learning contexts, enhancing the quality of teaching and students’ learning experiences [ 6 , 7 ]. Innovation is also seen as essential to move institutions forward, and in particular, the open type of innovation with a holistic method for exploring multiple innovative opportunities strengthens organizational capacities [ 8 , 9 ]. Open innovation, involving the process through which J. Open Innov. Technol. Mark. Complex. 2020,6, 98; doi:10.3390/joitmc6040098 www.mdpi.com/journal/joitmc J. Open Innov. Technol. Mark. Complex. 2020,6, 98 2 of 15 external knowledge sources and technology are used to promote innovative internal measures, is required for institutional growth [ 10 ], sustainability, and success [ 9 ]. Besides, institutions can foster the adoption of innovative ideas when the culture for open innovation and collaboration is promoted [ 9 ]. Not surprisingly, some studies suggest that an essential means to enhance students’ engagement and learning is the innovative use of online learning platforms [ 4 , 11 ], with collaborative features. In the same vein, it is explained that an open platform and advanced technologies promote knowledge development in institutions with collaboration, also considered as a driver of institutional growth [ 9 ]. Nowadays, institutions also use technology as a complementary measure to reduce students’ attrition and also strengthen their engagement [ 12 ]. Corroborating this view, other scholars explain that the blend of online and traditional approaches was an attempt by higher institutions to reorganize teaching and learning to address the changing needs of today’s students [ 13 ]. It also argued that online collaborative learning can reduce challenges and also foster quality teaching in large classes [ 14 ], such as the General Education classes. Despite the infusion of technology into the teaching and learning process, the extent to which it strengthens pedagogical practices, and learners’ experience needs regular examination [6]. Accordingly, educators need to keep exploring strategies for strengthening students’ engagement and participation in General Education courses, including online learning platforms. This measure is vital as students’ engagement and participation significantly impact their academic performance [ 15 ]. Against this background, this study was conducted to document the lessons learned from the use of the online discussion forum as an intervention to strengthen students’ engagement in General Education courses. The study offers insight into measures for strengthening students’ engagement and participation in GNED classes using the online discussion forum. The research questions for the study are as follows: (1) To what extent did students engage in the GNED courses through the online discussion forum? (2) What did students find deterring and demotivating when interfacing with each other through the online discussion forum in GNED courses? (3) What did students report as motivating for their active engagement in GNED courses through the online discussion forum? The next section focuses on the literature review, with an emphasis on the benefits and measures required for effective use of online discussion. This is followed by the research methodology and the findings sections. The last two portions focus on the discussion and conclusion with the implications of the findings highlighted. 2. Literature Review—Benefits and Measures Required for Effective Use of Online Discussion Numerous studies have documented the benefits of online learning tools [ 15 , 16 ]. Students can interact and engage with each other over the same time in the online forum [ 16 ]. Such interaction can provide opportunities to reflect, think, and organize ideas, thereby flexibly aiding personal and collective learning. Flexible time and flexible learning contexts offer students the opportunity to critically engage and take ownership of their learning [ 17 ]. Similarly, the asynchronous online discussions allow students to respond to questions at different times for several days, and this potentially increases the frequency of their participation [ 15 ]. This is in line with the thoughts that knowledge acquisition and sharing are more distributive and not restricted to a space [18]. In a study, scholars considered inclusion and support for all students as a social justice issue [ 19 ]. As such, they argued that instructors need to provide equal opportunities for students to access and engage in course resources [ 19 ]. To these scholars, online discussions can provide opportunities for students who may not like to speak in the class to contribute and make their voices heard online. It also offers a comfortable and non-threatening environment for students to engage in learning conversations with their colleagues [20]. J. Open Innov. Technol. Mark. Complex. 2020,6, 98 3 of 15 Further, an online learning forum allows students to learn autonomously and co-construct knowledge, especially while engaging collaboratively with their colleagues and instructors [ 11 , 21 , 22 ]. This could be likened to open innovation which is said to involve collaborative acts of co-creating knowledge across different fabrics of an institution [ 9 ]. With this opportunity, the platform also fosters independent learning and critical thinking skills among students [ 11 ]. From the existing literature, there is no question that technology in the classroom is beneficial to both students and instructors. Students can visualize concepts and receive prompt feedback while instructors also receive instant feedback on students’ understanding of concepts discussed [23]. Despite its well-documented merits, online discussion has its challenges; stakeholders, including instructors and students, need to know the potential difficulties and means for reducing the problems. It is known that stakeholders in education, such as students, instructors, and administrators, now use web-based applications [ 24 ]. However, this might not necessarily suggest that they all have adequate knowledge and skills to use technology in the educational context [ 24 ]. Thus, systematic orientations and regular training should be given to students and instructors to use technology effectively [ 16 ]. Not surprisingly, the literature suggests that students’ computer literacy skills need to be enhanced to boost their confidence in online learning platforms [ 25 ]. Besides, learners need to have communication, self-regulation, and time management skills to be successful in online learning contexts [26]. For productive online discussions, it is also pertinent that students have access to the technological platforms used and be highly motivated to participate in online discussions [ 27 ]. So, instructors need to get students to see the values in the approach and create an enabling environment for students to engage online. Adult learners are motivated to learn when they understand why they need to learn some concepts using a medium [ 28 ]. Besides, online activities must be configured based on an iterative design and evaluation process for improved pedagogical practices and to enhance students’ learning experiences [ 22 ]. For example, necessary modifications can be made, and students should be informed of any changes to plans already agreed on regarding online activities as an essential part of the iterative process. Online activities must also be planned and configured so that prompt feedback is given to students as it helps them learn and reduces their anxiety [29]. Studies also suggest that students’ attitudes and participation can significantly impact their performance and learning. For instance, students’ attitudes about coursework impact their motivation and education [ 5 ]. Students’ participation also has positive effects on students’ learning and performances [ 15 ]. Thus, instructors need to explore ways to strengthen students’ engagement and involvement as a matter of importance [ 15 ]. The scholars stress further that it is necessary to keep on examining the factors promoting or hindering the effectiveness of technology since its roles are increasing in education. More so, the knowledge of how students learn can be beneficial to both instructors and students [ 30 ]. It is also necessary to identify the perceived usefulness that can help develop strategies for enhancing students’ learning experiences and academic performances in e-learning [ 24 ]. In the same vein, it is germane to have an understanding of what promotes students’ engagement in online discussions [31]. Considering the need to strengthen students’ engagement in General Education courses, the online discussion forum was used to promote students’ participation in this study in line with the best practices described in the literature. However, exploring students’ take on the approach can help to determine what is working as well as measures necessary to foster students’ engagement in General Education courses through the online discussion forum. As such, the research framework used in the study is shown in Figure 1, highlighting the steps followed to complete the research. J. Open Innov. Technol. Mark. Complex. 2020,6, 98 4 of 15 J. Open Innov. Technol. Mark. Complex. 2020, 6, x FOR PEER REVIEW 5 of 14 3.6. Data Analysis The quantitative data generated through learning analytics on Blackboard were analyzed using simple descriptive statistics and presented in graphs in terms of analysis. On the other hand, the qualitative data generated through the CIQ were analyzed using the inductive thematic approach [40–42]. In doing so, the CIQs anonymously completed by the students were meticulously read several times. Students’ responses were then categorized to each of the CIQ questions into coherent thoughts through which the common and consistent viewpoints were developed into themes. Lastly, the qualitative findings were presented in tables showing the themes and vignettes of students’ common thoughts. 3.7. Ethical Issues This study was conducted in compliance with scientific bodies’ standard ethical guidelines such as the American Education Research Association. As required, an ethical consideration form was completed and approved by the research office of the university. Consent forms were distributed to all the students in the classes by an administrator who has no teaching responsibility, and those willing to participate in the study completed the forms. Through the consent form, students were given information about the study’s purpose, their voluntary roles, and how they can withdraw from the research without any repercussions. Students were also assured of their privacy and the confidentiality of their information. The consent forms were kept in the Department’s administrative office until the students’ final results were released, and grade appeal time passed. So, information about the students who indicated their willingness to participate in the study was unknown until their results were released, and the grade appeal time has passed. Data from those who signed the consent forms were retrieved and analyzed. Despite retrieving the data based on the completed forms, students’ privacy and confidentiality were respected as no name was mentioned in any part of the study. By getting students to complete the CIQ online voluntarily and anonymously, their privacy and convenience were also respected as they were able to complete the questionnaires in their leisure time. In the next section, findings from the quantitative and qualitative phases of the study are presented. 4. Results The results of the study are presented in this section, using the research questions as a framework. The issue and a possible solution •Identifying the issue, i.e., the need to strengthen students' engagement in General Education •Reviewing the literature on measures and approaches for addressing the problems, with online discussion forum recognized as a means for promoting students’ engagement in General Education Methods •Quantitative data on students' engagement in the online discussion forums used in the classes through Blackboard Learning Analytics •Qualitative data on critical incidents experienced by students while engaging in the online discussion using the critical incident questionnaire Findings and Implications •Presentation of findings—both qualitative and quantitative •Synthesis and discussion of the results, along with the extant literature, highlighting the implications for practices Figure 1. Research framework. 3. Methodology 3.1. Research Context This study was conducted in the context of two courses in the Social Sciences Cluster of the General Education Department at a North American Public University. The two courses ran for 14 weeks. Students’ learning was facilitated in the class and supplemented with asynchronous online debates using the discussion forum embedded in Blackboard Learning Management System (LMS). In this context, the use of the online discussion was grounded in the constructivist theory. As explained, constructivism sees learning as an active process characterized by knowledge construction and personal interpretation of one’s experiential world [ 32 ], and reflection [ 33 ]. Five reflective questions were posted in the online discussion forum, and students’ participation accounted for 20% of their final grade. This incentive followed a study noting that students may choose not to participate in online discussions if given the impression that the activities’ extrinsic value was insignificant [29]. For each online discussion, students were given one week to participate and engage with one another. They were advised to post their initial thoughtful response in 200 to 300 words and also make comments on at least two colleagues’ posts during the week. Doing that provided them with the opportunity to reflect and make connections between concepts and real-life situations and help each other learn. Instead of using just texts, students were asked to watch and analyze videos as part of online discussion activities [ 34 ]. This approach is also in line with the idea of blended learning being a hybrid of different pedagogical approaches, including online activities, to facilitate teaching and learning. 3.2. Research Design A mixed-methods design, involving both quantitative and qualitative approaches, was used in the study. Influenced by the pragmatic paradigm, the method was adopted on the premise that the integration of quantitative and qualitative data can strengthen researchers’ understanding of a complex issue [ 35 ]. The process involved in the collection and analyses of the quantitative and qualitative data is explained below. J. Open Innov. Technol. Mark. Complex. 2020,6, 98 5 of 15 3.3. Data Collection For data collection, both quantitative and qualitative strategies were used in the study. Through the learning analytics of the online discussion forum on Blackboard, the quantitative data was collected to have a sense of students’ level and trends of engagement in the online discussions. On the other hand, the qualitative data was garnered using a modified version of Critical Incident Questionnaire (CIQ) [ 36 ] to seek explanations for the quantitative findings through direct students’ narratives. As explained, the CIQ provides students the opportunity to document critical incidents in the teaching and learning process and the possible factors responsible for such events. Through the CIQ data, facilitators can make informed decisions on measures for improving the teaching and learning process [36]. 3.4. Participants All of the 67 students that enrolled in the two courses were invited to participate in the study. However, 40 students, accounting for 60%, consented to participate in the research, and their online discussion posts were quantitatively analyzed. Additionally, the 40 students were invited to complete the Critical Incident Questionnaire (CIQ) with five essential questions anonymously online. Of the 40 students, 23 (34% of 67) completed the questionnaire providing qualitative data (See the Appendix A for the survey). Conducting the study in the two classes without a large student populace may be seen as a limitation to the study. However, the number of participants involved was considered suitable as the study’s goal was not to generalize but to seek rich and nuanced thoughts to understand the participants’ take on the subject explored [37]. 3.5. Inference Quality and Trustworthiness Validation of data collection tools and findings are meant to minimize the human influence, which may corrupt information [ 38 ], and also establishes credibility through triangulation [ 35 ]. In this study, the data collection and analysis procedure were discussed with six colleagues in the Scholarship of Teaching and Learning (SoTL) team at the University. Their feedback was used to validate this research process right from the beginning through to the end. The study’s findings were also shared with two colleagues in the team who provided some feedback, lending credibility to the study [ 39 ]. Besides, the triangulation of data was performed by drawing on the primary quantitative and qualitative data and the extant literature, which lent validity and dependability to the study [38]. 3.6. Data Analysis The quantitative data generated through learning analytics on Blackboard were analyzed using simple descriptive statistics and presented in graphs in terms of analysis. On the other hand, the qualitative data generated through the CIQ were analyzed using the inductive thematic approach [ 40 – 42 ]. In doing so, the CIQs anonymously completed by the students were meticulously read several times. Students’ responses were then categorized to each of the CIQ questions into coherent thoughts through which the common and consistent viewpoints were developed into themes. Lastly, the qualitative findings were presented in tables showing the themes and vignettes of students’ common thoughts. 3.7. Ethical Issues This study was conducted in compliance with scientific bodies’ standard ethical guidelines such as the American Education Research Association. As required, an ethical consideration form was completed and approved by the research office of the university. Consent forms were distributed to all the students in the classes by an administrator who has no teaching responsibility, and those willing to participate in the study completed the forms. Through the consent form, students were given information about the study’s purpose, their voluntary roles, and how they can withdraw from the research without any repercussions. Students were also assured of their privacy and the confidentiality of their information. J. Open Innov. Technol. Mark. Complex. 2020,6, 98 6 of 15 The consent forms were kept in the Department’s administrative office until the students’ final results were released, and grade appeal time passed. So, information about the students who indicated their willingness to participate in the study was unknown until their results were released, and the grade appeal time has passed. Data from those who signed the consent forms were retrieved and analyzed. Despite retrieving the data based on the completed forms, students’ privacy and confidentiality were respected as no name was mentioned in any part of the study. By getting students to complete the CIQ online voluntarily and anonymously, their privacy and convenience were also respected as they were able to complete the questionnaires in their leisure time. In the next section, findings from the quantitative and qualitative phases of the study are presented. 4. Results The results of the study are presented in this section, using the research questions as a framework. 4.1. Research Question 1: To What Extent Did Students Engage in the GNED Courses through the Online Discussion Forum? In the online discussions, students were expected to post their initial thoughts in response to questions and make comments on two colleagues’ posts. So, students were to have a minimum of three posts in each of the online discussions. From Figure 2, it is clear that the majority of the students were able to meet the expectation. Thus, this finding indicates that the students’ engagement level through the online discussion forum in the courses was very high. J. Open Innov. Technol. Mark. Complex. 2020, 6, x FOR PEER REVIEW 6 of 14 Figure 1. Research framework. 4.1. Research Question 1: To What Extent Did Students Engage in the GNED Courses through the Online Discussion Forum? In the online discussions, students were expected to post their initial thoughts in response to questions and make comments on two colleagues’ posts. So, students were to have a minimum of three posts in each of the online discussions. From Figure 2, it is clear that the majority of the students were able to meet the expectation. Thus, this finding indicates that the students’ engagement level through the online discussion forum in the courses was very high. Figure 2. Students’ online post expectations (n = 40). To ensure that students express themselves and critique each other, drawing on relevant readings and their personal experiences, each of their posts was between 200 and 300 words. Figure 3 shows that most of the students were able to meet the word count expectations, with some slightly going above the limit to engage in the discussions thoroughly. Figure 3. Students’ online post word count (n = 40). 12 17 11 30 42.5 27.5 0 5 10 15 20 25 30 35 40 45 Exceeded Met Not met Students Expectations No of students Percentage 30 149 813 15 74.5 46.5 0 20 40 60 80 100 120 140 160 Over 300 200 – 300 Less than 200 Absent Posts Word Count No of Initial Posts Percentage Figure 2. Students’ online post expectations (n =40). To ensure that students express themselves and critique each other, drawing on relevant readings and their personal experiences, each of their posts was between 200 and 300 words. Figure 3shows that most of the students were able to meet the word count expectations, with some slightly going above the limit to engage in the discussions thoroughly. J. Open Innov. Technol. Mark. Complex. 2020,6, 98 7 of 15 J. Open Innov. Technol. Mark. Complex. 2020, 6, x FOR PEER REVIEW 6 of 14 Figure 1. Research framework. 4.1. Research Question 1: To What Extent Did Students Engage in the GNED Courses through the Online Discussion Forum? In the online discussions, students were expected to post their initial thoughts in response to questions and make comments on two colleagues’ posts. So, students were to have a minimum of three posts in each of the online discussions. From Figure 2, it is clear that the majority of the students were able to meet the expectation. Thus, this finding indicates that the students’ engagement level through the online discussion forum in the courses was very high. Figure 2. Students’ online post expectations (n = 40). To ensure that students express themselves and critique each other, drawing on relevant readings and their personal experiences, each of their posts was between 200 and 300 words. Figure 3 shows that most of the students were able to meet the word count expectations, with some slightly going above the limit to engage in the discussions thoroughly. Figure 3. Students’ online post word count (n = 40). 12 17 11 30 42.5 27.5 0 5 10 15 20 25 30 35 40 45 Exceeded Met Not met Students Expectations No of students Percentage 30 149 813 15 74.5 46.5 0 20 40 60 80 100 120 140 160 Over 300 200 – 300 Less than 200 Absent Posts Word Count No of Initial Posts Percentage Figure 3. Students’ online post word count (n =40). This revelation echoes the previous finding that students’ engagement in the courses through the online discussion forum was highly encouraging. This finding may have been informed by some factors and conditions. As can be seen in Table 1, four themes emerged from students’ responses regarding what made them feel the most engaged in the course. Table 1. Moments in which students feel most engaged while interfacing with colleagues in the courses through the online discussion forum. Themes Vignettes Reading from others •When I was reading everyone’s answers, it keeps me engaged and helps me to learn more (AP2). •When reading through other people’s responses (BP6). Responding and commenting on others •Replying to group members was the most engaging and enjoyable part (BP8). •I felt most engaged when responding to others because I learned a different perspective on the same topic (AP5). Reading and responding to others •When I was able to interact with other students and read their work, and respond to their ideas. It opened my mind to new perspectives (A10). •I felt having the opportunity to read and respond to my peers’ discussion threads helped me feel engaged with the ideas discussed. It helped me feel like I was contributing to others’ learning as well as expanding my own (AP12). Topics related to life experiences •I felt most engaged when I could relate the discussion topics to my life, either currently or in the past (AP3). •I felt more engaged when the topic about families was discussed and it really brought how the family is viewed to be valuable to many people (BP4). From the data, it is clear that students felt engaged the most in the courses through online discussions when reading their colleagues’ posts and responding to their comments. The data J. Open Innov. Technol. Mark. Complex. 2020,6, 98 8 of 15 underscore students’ need to be given a considerable time to read and respond to posts in the online discussions. Additionally, they felt engaged when the topics explored are related to their life experiences. As such, online questions should be crafted to provide students the opportunities to critically reflect on course content and connect to their real-life experiences. 4.2. Research Question 2: What Did Students Find Deterring and Demotivating When Interfacing with Each Other through the Online Discussion Forum in GNED Courses? As shown in Figures 1and 2, a few students could not engage in the courses as expected. Besides, Figure 4below shows that students’ engagement level was found to depreciate towards the end of the semester. J. Open Innov. Technol. Mark. Complex. 2020, 6, x FOR PEER REVIEW 8 of 14 Figure 4. Trends of students’ posts in online discussions. This finding calls for concerns and does suggest that some deterring factors and conditions may have impacted students’ participation in the courses through the online discussion forum. Thus, students were asked to indicate what made them feel most distanced when interfacing with each other in the courses through the online discussion forum. From their responses, three themes emerged, as can be seen in the Table 2 below. Table 2. Moments in which students feel most distanced in the courses when engaging through the online discussion forum. Themes Vignettes Did not feel distanced • I did not feel distanced from what was going on and the ideas discussed. I felt that the online discussion was very beneficial in aiding in my learning and helping me to feel included and valued within the classroom setting (AP12). • I never really felt distanced. All the online discussions were pretty interesting (BP9). Unable to relate to posts/topics • I felt the most distanced from the discussion when I could not relate the topics to my own experience (AP3). • I felt distanced if I read a post by another student that did not make sense to me, or made points that I could not relate to (BP1). Repetition of ideas • I felt that people copied each other’s ideas sometimes when they are desperate to finish in time (AP10). • I did think there was a fair repeat among my classmates’ answers (BP2). As earlier pointed out, most students did not feel distanced in the courses while engaging with colleagues through online discussions. However, some students did indicate they felt distanced and deterred mostly when unable to relate to posts and also when their colleagues repeated ideas already expressed. Thus, the findings suggest that online discussions are to be facilitated and moderated by instructors with clear guidelines on students’ expectations to prevent unnecessary repetitions in their posts. Doing this may also stimulate the students to remain on track right from the beginning of the semester to the end without reducing their level of engagement. Students were also asked to mention the actions which they found puzzling, confusing, and demotivating while participating in the online discussion forum. From the data analyzed, two themes emerged as the actions that students found baffling and confusing while engaging in the courses through the online discussion forum. 97 81 81 72 78 0 20 40 60 80 100 120 OD1 OD2 OD3 OD4 OD5 No of Post Online Discussion (OD) Figure 4. Trends of students’ posts in online discussions. This finding calls for concerns and does suggest that some deterring factors and conditions may have impacted students’ participation in the courses through the online discussion forum. Thus, students were asked to indicate what made them feel most distanced when interfacing with each other in the courses through the online discussion forum. From their responses, three themes emerged, as can be seen in the Table 2below. As earlier pointed out, most students did not feel distanced in the courses while engaging with colleagues through online discussions. However, some students did indicate they felt distanced and deterred mostly when unable to relate to posts and also when their colleagues repeated ideas already expressed. Thus, the findings suggest that online discussions are to be facilitated and moderated by instructors with clear guidelines on students’ expectations to prevent unnecessary repetitions in their posts. Doing this may also stimulate the students to remain on track right from the beginning of the semester to the end without reducing their level of engagement. Students were also asked to mention the actions which they found puzzling, confusing, and demotivating while participating in the online discussion forum. From the data analyzed, two themes emerged as the actions that students found baffling and confusing while engaging in the courses through the online discussion forum. J. Open Innov. Technol. Mark. Complex. 2020,6, 98 15 of 15 32. Taber, K.S. 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