Learning is often described as a social process that requires regular and substantive interactions. Thus, when learning occurs in a location at a distance from one’s peers and instructor through a computer-mediated experience, the course must still be facilitated in a way that creates and fosters socialization.  

Socialization in the online learning environment begins with instructor presence—to become a visible instructor who actively engages in the flow of learning, remains accountable in communication and expectations, and demonstrates awareness and sensitivity to diverse students’ needs.  

One way to build instructor presence in the online learning environment is to embrace your role as a facilitator of online discussions. 

Anchored in constructivist theory, instructors are tasked with fostering a space where students actively construct their understanding and knowledge through interaction and reflection. Championed by seminal theorists such as Dewey, Piaget, Vygotsky, Gagne, and Bruner, the constructivist theory of learning emphasizes scaffolding—a term coined in the 1970s to describe the support structures that facilitate student learning at higher levels than they could achieve independently. As facilitators of online discussions, instructors can provide this scaffolding through thoughtful engagement, strategic interactions, and mindful calibration of behavior.  

Thoughtful Engagement 

Contrary to popular belief, it is unnecessary to reply to every post made by every student in the discussion forum. Excessive posting by the instructor can inadvertently stifle ongoing conversations, raising the question: “How much participation is best for student learning?” Although the optimal level of engagement might fluctuate based on course content, student knowledge, and instructor enthusiasm, initiating responses to 10-15% of primary posts offers a balanced starting point. 

Instructors can foster sustained participation by distributing their input across several days. This best practice helps keep the discussion flowing while allowing room for student input and setting the pace for ongoing engagement. 

Strategic Interactions 

Quality over quantity is key. Just as you wouldn’t give participation credit to a student for simply posting “I agree” or “good job,” avoid adding similar comments. As subject matter experts, instructors have unique insights that can enrich the discussion. For example, look for opportunities to connect ideas across multiple posts and tie them back to the course material.  

Instructors can use Socratic or reflective questioning techniques like those used in traditional classrooms to stimulate critical thinking in online discussions (Aloni & Harrington, 2018; MacKnight, 2000). By modeling this meaningful form of dialogue within discussions and rewarding students with positive feedback, instructors can influence the caliber of posts and replies. 

Mindful Calibration of Behavior 

Conflict is bound to arise online where cues about intended meaning are text-based.  Try to anticipate potential issues based on past experiences, model respectful discourse, and promptly address inappropriate behavior as teachable moments or actions necessitating disciplinary measures (i.e., uncivil discourse or threats).

Most importantly, each post represents a real person on the receiving end. Encourage empathy by reminding students of this reality and consider incorporating video comments to humanize interactions further. By fostering a supportive and constructive online community, instructors can enhance the learning experience for everyone involved.