Web-based tools to support online discussion present opportunities to enhance student learning, particularly when students live at remote locations and do not have the benefit of face-to-face interaction with either their teacher or fellow students. Online discussions have also been shown to enhance student engagement in subjects taught in a face-to-face mode. The literature emphasizes the need, however, for further understanding of how these online discussions should be designed and moderated to support student learning. A case study of a distance education subject in transport planning and policy is used to illustrate how assessable online discussions can provide scaffolding to support student learning. Attention was paid to both the design of the discussion experience and how interaction between the participants was to be nurtured. Results from monitoring student activity in online discussions as part of the course offering during 3 years provide insight into the extent of student engagement and their perceptions of the value of the discussions in their learning.
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