Introduction
In the research paper "Discussion Activities in Asynchronous Online Learning: Motivating Adult Learners Interactions," Xi Lin and Qi Sun describe how online discussion activities can improve learner engagement and support the practical application of concepts taught in a virtual classroom. The activities used to conclude the research were video-based text discussions, student-generated problem-based discussions, self-created meme discussions, and discussions through debate. In addition, the students' interactions with the content, with their peers, and with the instructor were observed (Lin & Sun 84). Based on this research, it is safe to observe that discussions outside the classroom are critical to learners' success. However, virtual students must not only be extrinsically motivated by grades; instead, they should be intrinsically motivated based on the class concepts and what it means for their personal and professional advancement. This study can also support the application of internal discussion boards in a corporate setting to support continuous learning and minimize human errors.
Summary
The authors describe the demographic most likely to opt for online asynchronous learning as individuals who appreciate the autonomy, flexibility, and freedom of the virtual format. Adult learners can benefit from discussion boards because they create virtual interactions and further support virtual learning. By interacting in these discussions, students can read others' observations and share resources. To prove this theory, the following questions were asked:
"How do adult learners experience the four types of discussion activities applied to asynchronous online courses?
What perspectives do they hold regarding the effectiveness of each type of online discussion activity?"
The article concludes that learner-content interactions were ranked higher, followed by learner-learner interactions, and lastly, learner-instructor interactions. Data also revealed that "most students rated student-generated problem-based case discussions as the most effective activity, followed by video-based text discussions, self-created memes, and debate” (Lin & Sun 84).
Even though the paper describes student interactions excellently, it also explores the instructor's responsibilities to create an engaging environment. These responsibilities include “a) design and organization of the course and activities, (b) facilitation of the course and activities, and (c) direct instruc- tion and feedback” (Lin & Sun 87). Instructors must also communicate the purpose and expectations required for the discussion boards to actively motivate learners to interact with the learning content, instructor, and peers (Lin & Sun 88).
Analysis
The article targets leveraging asynchronous learning opportunities such as virtual discussion boards to demonstrate that they can support the memorization and application of concepts taught in the virtual classroom. Although I agree that using new knowledge in different ways can support the learning process, I also believe that the article failed to discuss students' personal motivations, which drive engagement. If the discussion is graded, students will be forced to participate; if it is ungrated, students must feel intrinsically motivated to learn more and contribute for personal reasons. As Julie Dirksen states, learning that is required is always inferior to learning that students see personal benefit in. Dirksen also mentions the self determination theory that implies that only the overall outcome needs to be intrinsic for students to be engaged in individual activities (61). In my instructional designer role, it is critical to save time while providing opportunities for engagement and further learning. I firmly believe that a discussion board could be beneficial as an open resource, but participation should not be grated or forced. To support my decision I considered the book Ungrading : Why Rating Students Undermines Learning (and What to Do Instead). Susan D. Blum addresses grade inflation and how grades became the main motivator for students. Students should aim at learning itself and engaging with their performance on a knowledge level not on a graded criteria level. To some extent grades can ensure students meet the overall desired performance but removing the pressure of grades can give students more freedom to explore what they are motivated to learn. Nonetheless, the researchers have successfully demonstrated the differences in engagement between students and content, peers, or instructors in virtual activities. Lin and Sun were able to respond to what activity was most engaging for students.
Conclusion
When studies are conducted in school settings, the application may be different than when it is applied in a corporate environment. I believe asynchronous learning strategies can support learning outside of the virtual or in-person classroom. However, adult learners in a corporate setting need intrinsic motivation to help other employees through discussion boards. Although this may take away company time, it can collaborate to an engaging culture and possibly reduce errors. When advocating for learning and development, there is a high probability of rejection; with that, instructors must be very clear on the goal and the benefits of creating a discussion board. This article can provide evidence-based support to allow the learning and development team to move forward with this project. Lastly, it is essential to share expectations with employees and why their output is important regardless of their knowledge level. Depending on the possible corporate benefits, creating bonus plans or incentives for employees who participate in this initiative can be advised.
Bibliography
Blum , Susan D. Ungrading : Why Rating Students Undermines Learning (and What to Do Instead). 1st ed., West Virginia University Press, 2020. pp. Xiii-xx.
Julie, Dirksen. Design for How People Learn. 2nd ed., New Riders, 2016. pp. 58-64.
Lin, Xi, and Qi Sun. "Discussion Activities in Asynchronous Online Learning: Motivating Adult Learners' Interactions." The Journal of Continuing Higher Education, vol. 72, no. 1, 2026, pp. 84-103, https://doi.org/10.1080/07377363.2022.2119803.