This study reflects nearly two decades of experience teaching online and hybrid courses at SUNY Old Westbury and SUNY Empire State University. In online/hybrid modalities, discussion forums play a vital role in fostering engagement and participation and can compete with the effectiveness of face-to-face interactions. To enhance social presence and guide meaningful discourse, instructors apply various feedback techniques. One approach involves providing early feedback to keep discussions on track, though this may lead students to rely more on instructor responses than peer interaction. Conversely, end-of-module feedback can result in discussions drifting off-topic. A balanced method involves monitoring posts and encouraging students to expand on ideas without directing them explicitly. Key differences between hybrid and fully online discussions are also examined, with a focus on improving student engagement and course quality across both modalities. The finding of this research demonstrates the impact of quality discussion contributions on overall course performance.
Alireza Ebrahimi (Thu,) studied this question.
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