British Journal of Educational Technology Vol 37 No 5 2006
761-783
doi:10.1111/j.1467-8535.2006.00560.x
Blackwell Publishing Ltd.Oxford, UKBJETBritish Journal of Educational Technology0007-1013British Educational Communications and Technology Agency, 20052005375761783Articles
Developing a comprehensive metric
British Journal of Educational Technology
Developing a comprehensive metric for assessing discussion
board effectiveness
Robin H. Kay
Assistant Professor, Faculty of Education, University of Ontario Institute of Technology, Oshawa,
Ontario, Canada. Email: Robin.Kay@uoit.ca
Abstract
The use of online discussion boards has grown extensively in the past 5 years,
yet some researchers argue that our understanding of how to use this tool in
an effective and meaningful way is minimal at best. Part of the problem in
acquiring more cohesive and useful information rests in the absence of a
comprehensive, theory-driven metric to assess quality and effectiveness. Based
on an extensive review of the research, the following variables were used to
assess traditional discussion board use: thread, location of message within
thread, author (student vs. educator), subject line clarity, time of posting,
response time from previous message, number of times message was read,
number of words, primary purpose, message quality, difficulty level of topic,
knowledge level, processing level and use of external resources. These variables
proved to be effective in assessing 12 key areas of discussion board use. It is
argued that this kind of metric is essential if we wish to advance our
understanding of online discussion boards for both educators and researchers.
Overview
The use of online discussion boards has grown extensively in the past 5 years (Cooper,
2001). While this tool is viewed as revolutionary by some researchers (Hara, Bonk &
Angeli, 1998; Li, 2003), others argue that our understanding of how to use online
discussion in an effective and meaningful way is limited (Blignaut &
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