• The tool encourages students to critically and attentively analyze material prior to a lecture, together with fellow students. This can lead to new insights. 
• By encouraging students to seek more depth in the material at home, there is more time in lectures for more meaningful activities. For example, a discussion using students’ comments/questions from this tool as a starting point. This format is called Flipping the classroom¹².
• Canvas Discussions encourages students to start their own discussions on topics they encounter while studying. 
• To encourage students to express their own opinions without being influenced by each other.   

¹O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. 

²Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, 12(19), 1-3. 

• The tool is less suitable for communication about educational processes. Discussions can become less organized after many responses. In this case, use Modules and Announcements for this communication. 

• To encourage students to engage in asynchronous discussion, it is important to communicate clear expectations¹². Consider questions such as: 

• • What is the purpose of the discussion? 
  • What exactly are you asking of students and why? 

• • What is your role within the discussion? Will you respond to student comments, ask questions, etc.? If the teacher actively participates in asynchronous discussions, students will also post more comments. 
  • How does the discussion held reflect in the teaching you provide? In other words, how do you make students feel that their input is seen and used? 
  • Do you want to post materials in Canvas Discussions and is it important that students can find them again? Share the materials first within Modules/Files/Pages and link to them in Discussions. 

¹Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127-148. 

²Fehrman, S., & Watson, S. L. (2021). A systematic review of asynchronous online discussions in online higher education. American Journal of Distance Education, 35(3), 200-213.