The effects of instructor participation in asynchronous online discussions on student performance: A systematic review

Abstract

AbstractAsynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. This systematic review aims to determine the effects of instructor participation in asynchronous online discussions on student performance by analysing 25 relevant studies in the past twelve years (2011–22). The findings show that the research was focused on the presence, frequency and type of instructor participation. The effects of instructor participation on student performance were mixed and concentrated in five main aspects: the quantity of student participation, the quality of student participation, student achievements, student emotions and student learning time. Not only the teaching experience of instructors but also course content, learning objectives, class sizes and learner characteristics influenced the effects. Based on the findings, several recommendations were made to help instructors effectively participate in asynchronous online discussions, thereby contributing to improving the quality of online education. Practitioner notesWhat is already known about this topic Asynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. What this paper adds Previous research on instructor participation in asynchronous online discussions and student performance primarily focuses on the presence, frequency and type of instructor participation. The impact of instructor participation on student performance is mixed and concentrated in the following main areas: Quantity of student participation Quality of student participation Student achievements Student emotions Student learning time The effects of instructor participation are influenced not only by the teaching experience of instructors but also by: Course content Learning objectives Class sizes Learner characteristics Implications for practice and/or policy Instructors should participate in asynchronous online discussions based on the class sizes, more in small classes (within 15 students) and less in large classes (more than 30 students). If it is possible, divide the large classes into small discussion groups. Instructors should initiate discussions with heuristic and interesting open‐ended questions, gradually release control and give the central position to students and intervene only when necessary (eg, keep discussions on track, provide correct information, extend discussions, mediate conflicts, etc). Instructors should apply appropriate facilitation strategies (eg, establish detailed discussion rubrics, grade student posts and provide regular individual feedback). Instructors should use more instructional comments and supplement them with sincere rather than perfunctory social comments.