Evaluating Student and Faculty Experiences with Discussion Forum Redesign

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Session Materials

Brief Abstract

Researchers from the University of Arizona-Global Campus reveal results of a study which aimed at determining effectiveness of a recent remodel of discussion format for a newly redesigned online course. The redesign offered students a modified discussion structure.  Reserachers surveyed students and faculty to answer the following research questions:

  • In what ways has the discussion redesign impacted student performance?
  • What are student and faculty perceptions regarding the new discussion approach compared to the traditional discussion approach? 
  • To what extent do faculty and students prefer the new discussion approach compared to the traditional discussion approach? 
  • Results from both the student and faculty surveys will be revealed and discussed in this session.

Presenters

Lead Presenter: Michelle Simecek, University of Arizona-Global Campus

Co-presenter: Bryan Aylward, University of Arizona Global Campus

Dr. Bryan Aylward is the Senior Director of Academic Operations for the University of Arizona Global Campus. Bryan’s division encompasses the Faculty Scheduling department for the university across 50+ start dates annually, the Contracts & Payroll Compliance department, as well as the Data and Academic Systems department for the university. Bryan has almost 14 years of experience in higher education operations across numerous departments including student services, registrar, curriculum operations, as well as academic operations. In addition to this experience, Bryan has been an associate faculty member for the Forbes School of Business and Technology since 2012 with focused instruction on leadership and management courses. Bryan is an advocate of high-quality education, with experience in the online, traditional classroom, as well as hybrid classroom formats (Online and Classroom), and is well versed in the challenges that exist for both students and faculty. Bryan received his Doctorate in Psychology with a focus on Business & Organizational Leadership from the University of the Rockies in 2017.

Co-presenter: Amy Johnson, University of Arizona Global Campus

Dr. Amy Johnson is a Core Faculty member for the Associate of Arts in Early Childhood Education degree program in the College of Arts & Sciences at the University of Arizona Global Campus (UAGC). She earned a Doctorate of Early Childhood Development and Education from Texas Woman’s University, a Master of Education in Curriculum and Instruction from Chapman University, and a Bachelor of Arts in English and Creative Writing from San Diego State University. Dr. Johnson began her career teaching elementary grades in the Cajon Valley School District. She transitioned into higher education in 2010 and enjoys the diversity of University of Arizona Global Campus students. Dr. Johnson lives in the Ft. Worth, Texas, area with her husband and two daughters.

Extended Abstract

In this session, the authors will discuss the implementation of a research study regarding different formats of discussion forums. In the online classroom at the University of Arizona Global Campus, one of the primary means of student engagement is through course discussion forums, which typically require students to post in two discussions per week. Each discussion traditionally involves an initial post and two peer responses. In a recent course redesign, a modified discussion structure was implemented. One of the discussions was moved to an interactive assignment, and the second discussion was reformatted to create a more robust learning opportunity for students to allow for more in-depth learning and engagement throughout the week. This discussion requires an initial analysis of the content, three peer responses, and a final post in which the students answer questions asked of them, summarize their learning for the week, and respond to any feedback from their instructor. 

Researchers surveyed both students and faculty for this study to determine if this curriculum model is beneficial to either, or both, students and faculty and whether this approach should be explored and examined in more detail for potential implementation in additional courses.  

Specifically, the research considered the following:

  • In what ways has the discussion redesign impacted student performance?
  • What are student and faculty perceptions regarding the new discussion approach compared to the traditional discussion approach? 
  • To what extent do faculty and students prefer the new discussion approach compared to the traditional discussion approach? 

Results from both the student and faculty surveys will be revealed and discussed in this session.