ABSTRACT Background Asynchronous Online Discussion (AOD) has been frequently employed in higher education as a vital component of online learning activities. However, previous research has highlighted that students in AODs often exhibit a lack of frequent interaction and high‐quality dialogues. Objectives This research seeks to address the aforementioned shortcomings by introducing the think‐pair‐share (TPS) cooperative learning structure as a potential instructional solution. The objectives of the study are twofold: firstly, to ascertain whether a cohort engaging in TPS AODs performs better than one participating in traditional AODs; and secondly, to glean insights into students' perspectives on the newly implemented TPS AOD design, thereby facilitating its further refinement. Methods Through integrating a TPS structure into a set of AODs, the research team used an explanatory sequential design comprising both a quantitative content analysis and a qualitative content analysis. Quantitatively, 3520 postings created by two student cohorts (21 students for each cohort) were analysed to explore the students' AOD performance differences. Qualitatively, the research team interviewed eight students from the TPS cohort to understand their perspectives on the TPS AOD design. Results and Conclusions The TPS AOD cohort significantly outperformed the non‐TPS AOD cohort regarding their cognitive engagement and knowledge construction. However, there were no significant differences detected between the two groups on their interaction frequency, informational length, and social presence. The interviewed students' perspectives demonstrated the successes and weaknesses of this instructional solution, which could enlighten researchers to ameliorate the TPS AODs in the future.
Yang et al. (Thu,) studied this question.