Empathy-Driven Instructional Design in Asynchronous Online Discussions

Introduction

Over the past decade, online learning has experienced substantial growth. In 2012, approximately 25.9% of U.S. students at degree-granting postsecondary institutions enrolled in at least one online course (Seaman et al., 2018), with this figure rising to 37.2% in 2019 (NCES, 2020). The COVID-19 pandemic further accelerated this trend, prompting approximately 1.5 billion global learners to pivot to remote education (UNESCO, 2021). As a result, online learning has become a fundamental instructional approach adopted by institutions of higher education as demand for both degree programs and continuing education increases (Broadbent & Poon, 2015; Koehler et al., 2022). This transition has been facilitated by technological advancements in education and communication, coupled with the accessibility, flexibility, and affordability that online platforms provide (Mukhtar et al., 2020).

Within online learning environments, learners are expected to share responsibility in shaping their learning experiences (Galustyan et al., 2019; Koehler et al., 2020; Moore, 2013), as online learning requires students to be self-directed and highly independent (Broadbent & Poon, 2015). Asynchronous online discussions (AODs) are a fundamental way instructional designers build interpersonal interactions within asynchronous learning environments. Hew and Cheung (2003) define AODs as “text-based human-to-human communication via computer networks that provide a platform for the participants to interact with one another to exchange ideas, insights and personal experiences” (p. 249). Furthermore, AODs have been found to be a productive approach to extending the learning experience beyond traditional class time and space (Xie et al., 2006), and instructors can leverage AODs as a means of encouraging students to take ownership of their learning within online courses (Koehler et al., 2020).

The aim of AODs is to emulate face-to-face discussions by fostering learner reflection, investigation, and application of course concepts while facilitating interactions among peers and instructors (Koehler et al., 2020; Loncar et al., 2014). Commonly, AODs consist of an initial prompt asking students to consider course content in an interactive way (e.g., role play, debate, consideration of readings followed by guiding questions and peer feedback) followed by peer responses and elaboration. While the goal of an AOD is to mimic the human-to-human interactions reminiscent of face-to-face classroom learning experiences, the reality is that AOD prompt planning and execution require slightly different skill sets on the part of instructors and instructional designers.

Though AODs have their flaws, two primary advantages of AODs include sustained access to past conversations and prolonged reflection time prior to posting, both of which support meaningful and thoughtful exchanges (Hew et al., 2010; Murphy & Coleman, 2004). Purposeful integration of discussion participation can promote careful construction of ideas through reflection and facilitate critical thinking competencies, such as analysis and synthesis (Newman et al., 1997). Moreover, an AOD forum can play an essential role when these discussions foster the formation of learning communities where learners are afforded a setting to safely exchange ideas and share perceptions (Garrison et al., 2001); promote students’ perceived satisfaction with a learning experience (Caskurlu et al., 2020; Richardson et al., 2017); and facilitate learners’ problem-solving skills by providing a space for exploring problems, analyzing causes, and creating solutions (Anderson et al., 2008; Koehler et al., 2020; Wu et al., 2013).