The Effect of a Threaded Discussion Component on Student Satisfaction and Performance

Abstract

This study examined the use of a threaded discussion component in conjunction with a peer taught psychology course. Six of the 12 sections of Psychology 106 were randomly assigned to use an online component in which students read and responded to a weekly question. The remaining classes completed the assignment on paper. Students evaluated their section of the class on a 5-point scale with questions regarding course satisfaction and involvement. The time students reported spending on the weekly assignment and the number of sentences that each group wrote were assessed and analyzed. Results from the questionnaire indicate that the traditional class sections reported levels of satisfaction that were significantly higher than those reported by the experimental group. Students in the traditional classes also spent more time on the weekly assignment and wrote significantly more sentences when completing the weekly task than did the classes using the online procedure.

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