Examining the relationship between online discussion responses and learner achievement

Education has seen a shift from the traditional classroom setting to one that takes that same class to a new learning environment. Learners are no longer confined to the physical constraints of the traditional classroom. Instead, they are able to go outside the traditional classroom and use new technological advances to learn by meeting and collaborating in a distance learning environment. These course management systems have their own set of unique attributes that make them attractive to educational institutions, faculty and most importantly the learner. As the components of the learning process are important in any learning environment, discussion within the distance learning environment was studied to determine the relationship with academic success for the learner. Two variables examined in this study were the amount of discussion responses posted (initial and responses to other learners) and the cognitive levels achieved within initial learner discussion responses. Learner responses were counted to determine the amount of responses posted. Bloom's Taxonomy was used to determine the cognitive level achieved in the initial discussion responses posted. Chi-square was used to calculate frequency in this quantitative study. A relationship was discovered between the number of discussion responses (initial and responses to other learners) and course grade. No relationship was discovered between the cognitive levels achieved in the initial discussion responses and course grade. Instructional designers can benefit from additional research to improve online classes with effective guidelines in an attempt to increase the amount of discussion responses posted along with further exploring the relationship between cognitive levels achieved and potential critical thinking aspects with learner achievement.