The Effect of Online Discussion Board Frequency on Student Performance in Adult Learners
Selhorst, Adam L.; Bao, Mingzhen; Williams, Lorraine; Klein, Eric (2017). Online Journal of Distance Learning Administration, v20 n4. Retrieved from: https://eric.ed.gov/?id=EJ1165472
-
examining908Students, gradePS
Distance Learning Rapid Review
Review Details
Reviewed: June 2020
- Distance Learning Rapid Review (findings for Participation in Online Discussion Boards)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Course GPA |
Participation in Online Discussion Boards vs. Business as usual |
0 Days |
Full sample;
|
2.78 |
2.75 |
No |
-- | |
|
Fail rate |
Participation in Online Discussion Boards vs. Business as usual |
0 Days |
Full sample;
|
7.10 |
8.30 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Withdraw rate |
Participation in Online Discussion Boards vs. Business as usual |
0 Days |
Full sample;
|
7.20 |
9.60 |
No |
-- | |
|
Academic progress |
Participation in Online Discussion Boards vs. Business as usual |
2 Weeks |
Full sample;
|
76.90 |
78.20 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 70% -
Race Asian 1% Black 37% Native American 1% Pacific Islander 1% White 45% -
Ethnicity Hispanic 10%
Study Details
Setting
The study took place in seven courses over multiple disciplines at Ashford University, an online for-profit university.
Study sample
Sample characteristics were only provided for the university student population, which is 70% female. Race/ethnicity for the student population was described as 45% white, 37% black, 10% Hispanic, 1% American Indian or Alaska Native, 1% Asian, 1% Native Hawaiian or other Pacific Islander, 3% two or more races, and 2% unknown. Most students are adult learners with the majority being over the age of 25.
Intervention Group
The intervention consisted of the selected intervention courses dropping the required weekly discussion boards from two to one. The weekly discussion requires students to participate in an online, open forum where they post thoughts and questions. They also must respond to other classmate posts. The courses also included weekly readings, assignments, and quizzes. Intervention course sections in this group were supplemented to ensure an equal number of points and requirements, such as additional required readings, increasing assessment points for the one remaining discussion, and increasing the length and rigor for remaining discussions.
Comparison Group
The comparison condition was a business-as-usual condition that included the same courses as the intervention condition, but with the usual mandatory participation in discussion boards remaining at two per week. These course sections also included the same weekly readings, assignments, and quizzes as those in the intervention course sections.
Support for implementation
Support for implementation was not reported.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
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Study findings for this report.
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as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).