Online Classes Discussion: A Tool to Support Learning in Graduate School Education

Abstract

The integration of online learning platforms has catalyzed a transformative shift, particularly within the realm of graduate school education. Guided by the Community of Inquiry (CoI) framework, this research study, conducted within the past academic year at the Guimaras State University (GSU), delved into the multifaceted dynamics of online classes discussion and its profound impact on the learning experiences of graduate students. The research findings unveiled several key insights. First, online classes discussion platforms played a pivotal role in fostering student engagement within GSU's graduate programs. Both quantitative surveys and qualitative interviews indicated active participation, collaborative problem-solving, and the creation of a sense of community among students in virtual environments. Second, online discussions were found to have a positive influence on learning outcomes. Comprehension of course materials, critical thinking abilities, and knowledge retention all benefited from active engagement in online discussions. Instructors observed improved student performance on assessments linked to discussion topics, underscoring the connection between discussions and academic success. Third, online classes discussion platforms contributed significantly to fostering diversity and inclusivity within GSU's graduate programs. Students and instructors recognized these platforms as catalysts for broadening the representation of perspectives, creating an inclusive atmosphere, and enriching the overall learning experience. Finally, online discussions aligned seamlessly with GSU's commitment to flexibility and accessibility in graduate education. Students valued the asynchronous nature of discussions, which allowed them to engage at their convenience while accommodating diverse schedules and commitments. This research study underscores the profound significance of online classes discussion as a pedagogical tool for enriching graduate school education. It demonstrates that online discussions, guided by the CoI framework, facilitate cognitive presence, social presence, and teaching presence, thereby contributing to meaningful learning and the development of a dynamic community of scholars within GSU's graduate school education context.The outcomes of this study provide GSU and educational institutions worldwide with actionable insights for optimizing the use of online classes discussion to support enriched learning experiences in the digital age. As GSU continues to navigate the ever-changing landscape of higher education, these findings serve as a roadmap for fostering interactive and inclusive online learning environments.