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Faculty use asynchronous discussions to extend and enhance instructional practices in the online classroom. It is widely reported that online discussions play an integral role in facilitating students’ learning, as well as fostering dialogue, critical thinking, and reflective inquiry (Kayler & Weller, 2007; Morris, Finnegan, & Sz-Shyan, 2005). Despite faculty’s knowledge that discussion forums can serve as a useful learning tool, online discussions are not easy to establish and manage.

 

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