Online Classes Need Weekly Discussions: Discover Why It Is Vital for Learning
One of the most powerful tools in online education is quietly disappearing — and with it, so is student engagement. In fact, one model of online education has already eliminated it completely.
I’ll start by making a distinction between the two prominent models of online education, because the difference directly impacts how students learn — or don’t.
Traditional online classes have historically included a discussion component as part of most, if not all, course weeks. Competency-based models, on the other hand, have largely eliminated this element. Educators working within that system often defend its absence, citing reasons such as:
- Student responses are too repetitive
- Discussions take too much time to moderate
- Students rarely engage in meaningful peer interaction
…and the list goes on.
But my background is rooted in the earlier, more traditional form of online learning — both as a student earning advanced degrees and as an educator developing and teaching online courses. When I refer to traditional online schools, I mean the structure that was once common in the early years of distance education. In those environments, weekly discussions weren’t optional — they were integral to student development, instructor presence, and knowledge retention.
Fast-forward twenty years, and the use of discussions — along with the expectation that instructors participate meaningfully in them — varies dramatically between institutions.
And yet, here’s the truth I’ve seen proven time and again:
When designed well, weekly discussions are not just “nice to have.” They are transformative. They foster curiosity. They spark intellectual discourse, which in turn promotes critical thinking. They create momentum and connection in an otherwise isolated online space. When both students and instructors are truly engaged, discussions stop being a task — and start becoming the heartbeat of the learning experience.
When discussions are crafted with clear goals, thoughtfully designed prompts, and active instructor engagement, the benefits far outweigh the time investment. They deepen comprehension, create academic momentum, and offer opportunities for formative feedback. In short, discussions enrich the experience for both students and instructors in ways no static assignment ever could.
That’s why this article will focus on why discussions matter. In future posts, I’ll share detailed strategies for designing and guiding discussions that actually drive learning.
Discussions Are Not a Waste of Time
It’s all about mindset. Does it really matter if a course requires a minimum number of discussion posts? On its own, no. That requirement doesn’t determine how much effort a student — or instructor — will bring to the conversation. What does matter is the attitude behind the interaction.
Now imagine you’re in a traditional classroom. Students return after being assigned a chapter to read in the course textbook. Would you want to know whether they understood and could apply what they read? Of course. And how would you find out? Chances are, you’d hold a class discussion. You’d ask questions, listen to their responses, challenge their thinking, and draw out connections.
The same concept applies in the online classroom. The difference isn’t the purpose — it’s the format. We don’t have real-time interactions, so we use online discussions. When structured with meaningful prompts and guided by active instructor participation, online discussions can actually offer more depth than many live conversations. But that only happens when instructors treat them as valuable — not as an afterthought.
Discussions Should Be Part of Every Class — and Every Class Week
Whether your course includes a built-in discussion board or not, you, as the instructor, are ultimately responsible for fostering active learning interactions. If there’s no formal discussion component, how will you ensure students have opportunities to engage with the content — and with each other?
For instance, could you host a live webinar to review course topics and encourage open dialogue? If you do, try not to simply read from a PowerPoint deck. In other words, don’t talk at your students — talk with them. Allow for pauses. Ask reflective questions. Invite informal conversation. Make space for their voices.
I’ve observed too many instructor-led webinars that are rushed, slide-heavy, and lecture-focused — often covering the same content in the same way, week after week. Even worse, they end with a half-hearted “Any questions?” when students are already preparing to log off. At that point, the moment for authentic engagement has already passed.
In contrast, planned and participatory discussions — even informal ones — can break through hesitation, encourage meaningful interaction, and help students feel seen. That emotional engagement matters. When students feel acknowledged, they’re more likely to show up, contribute, and invest effort. And you, as the instructor, gain an invaluable window into their comprehension and progress.
Regardless of how discussions are integrated — through curriculum design or your own initiatives — one truth remains: Weekly discussions should not be optional. When implemented with intention and guided by an engaged instructor, they become far more than a checkbox. They become a multi-dimensional teaching tool that supports academic growth, social connection, and the development of critical thinking skills.
Why Discussions Are Vital for Learning
After two decades of designing and teaching online courses, I’ve seen one truth hold firm: when online discussions are intentional — structured around learning outcomes, supported by skilled facilitation, and sustained through consistent instructor engagement — they become central to the learning experience. Far from being a passive or optional element, discussions offer direct insight into how students think, what they understand, and where they need support.
In the sections that follow, I’ll share three key ways in which discussions promote learning, drawn from both experience and research. These are not abstract theories — they’re practical, observable outcomes that reinforce why discussions still matter.
#1. Discussions are an Insightful Formative Assessment Tool
Weekly discussions are far more than participation checkpoints — they can be one of the most effective formative assessment tools available in online education. When thoughtfully designed and facilitated, discussions provide an ongoing, real-time window into how students are interpreting course content, where they’re struggling, and how they’re building connections between concepts.
But this only works if instructors are fully engaged. It means reading every post, not scanning for completion but looking for meaning. It requires understanding the topic well enough to recognize whether a student’s response reflects surface-level thinking, partial understanding, or deep insight. And it means responding with follow-up questions or redirection when students veer off track.
In my two decades of experience, I’ve found that discussions are often more revealing than assignments — especially when students are asked to reflect, apply, or synthesize what they’ve read. These spontaneous, organic insights become invaluable touchpoints for guiding instruction. They allow instructors to intervene early, reinforce key concepts, or challenge assumptions before misconceptions solidify.
In short, discussions make learning visible. They turn isolated moments into teachable opportunities — and when instructors are present and responsive, those opportunities can have lasting academic impact.
#2. A Tool for Timely Instructor Feedback
One of the most overlooked benefits of online discussions is the opportunity they create for real-time, formative feedback — not just about what students know, but how they’re thinking. But this only happens if instructors are present early in the week, not just checking in after the conversation has run its course.
In my experience, when I reply to a student’s discussion post within the first couple of days, it signals something deeper than evaluation. It says: I see the time, thought, and effort you’ve invested — and I value it. That acknowledgment alone builds trust, but it’s what comes next that deepens the learning.
Over the years, I’ve developed a simple but powerful technique: I quote a key sentence or phrase from the student’s post and use it as the foundation for my reply. This shows them I’ve read their work carefully, and it creates an opening to either extend their thinking, challenge them with a new perspective, or guide them toward deeper reflection.
Timely feedback doesn’t mean responding to every student every week in the same way. It means showing up strategically. It means offering responses when they matter most — while the discussion is still unfolding. Sometimes it involves a few well-placed replies that steer the conversation; other times, it involves a mid-week post that synthesizes key insights and prompts deeper thought.
When done with care and consistency, this kind of feedback transforms discussions from a routine activity into a dynamic, evolving dialogue — one where students feel guided, supported, and inspired to think more deeply.
#3. A Catalyst for Critical Thinking
Critical thinking doesn’t just “happen” because students are asked to post about a reading. If discussion prompts only require summary or agreement, most students will stay at the level of automatic or active thinking — recalling content or repeating opinions they already hold.
But the real power of online discussions is their ability to activate critical thinking — when they’re designed with intention and guided with care.
After decades of teaching adult learners, I’ve come to define three distinct levels of thinking:
- Automatic thinking is our default state — passive thoughts shaped by daily stimuli, emotions, and habits of mind.
- Active thinking occurs when we begin to interact with content — reading, writing, sharing opinions, solving routine problems.
- Critical thinking only begins when students are pushed to confront unfamiliar ideas, question assumptions, or solve non-obvious problems using new knowledge.
This is where discussions become transformative. The right question — one that challenges a belief, presents a contradiction, or requires synthesis — can shift students out of passive engagement and into purposeful cognition. And when instructors ask thoughtful follow-up questions or reflect back what students said with nuance, they’re helping to reinforce that shift.
But here’s the key: critical thinking must be triggered. It doesn’t emerge from repetition or surface-level prompts. It arises when students are asked to analyze, evaluate, apply, and even reconstruct what they know in light of new information.
One method I use consistently in business courses is to draw from my own professional background. I’ll introduce a relevant real-world situation, provide enough context for students to understand the challenge, and then pose this question: Based on what you’ve shared, and what you’ve read or learned this week, how might you begin to address this issue? That one question invites application, requires synthesis, and nudges the student beyond opinion — into analysis and action.
Discussions, when designed to do this, become more than conversation. They become cognitive events — ones that can fundamentally reshape how students learn to think.
Why Discussions Still Matter — and Always Will
Online education will continue to evolve. Models will shift, technologies will change, and new formats will emerge. But no matter how courses are delivered, one truth will remain constant: learning is a human process. And meaningful learning requires more than content — it requires connection.
Discussions are not outdated. They are not filler. They are one of the few opportunities in an online course to promote deep thinking, real interaction, and personal growth. When discussions are designed with intention and supported by instructors who are actively engaged, they become the space where students discover ideas, refine their understanding, and strengthen their confidence.
That’s why I will always advocate for weekly discussions. I’ve seen what happens when they’re done well — and more importantly, I’ve seen what’s lost when they’re removed.
Students are always thinking — but not always critically. To activate deeper thinking, instructors must help students elevate how they think. That kind of transformation doesn’t happen by chance; it happens through intentional, guided dialogue. The responsibility for creating those conditions falls on us.
Learning isn’t transformative simply because online activities exist. It becomes transformative when instructors are present — actively involved in the process, committed to student growth, and fully engaged in the conversation.
About Dr. Bruce A. Johnson
Dr. Bruce A. Johnson is an educator, author, and scholar-practitioner who has specialized in distance learning for two decades. A visionary leader in curriculum strategy, online pedagogy, and faculty development, Dr. Johnson is known for challenging outdated systems and advocating for high-impact, student-centered education.
As a published author of three books and hundreds of articles, his work bridges mindset development, online teaching, and academic leadership. His message is clear: education must be intentional, ethical, and transformative.
Discover more and follow Dr. J at Dr. J’s Books or connect on Twitter and Instagram and Bluesky and Pinterest
