Discussion posts feel more like busy work than real learning

Instead of fostering meaningful conversations, discussion posts are repetitive. ORACLE GRAPHIC/DYLAN SABOL

I have lost count of how many times I have logged into Canvas, skimmed a discussion post and written a response just to meet the requirement. 

Discussion posts are meant to create a space where students can talk to one another, build understanding of topics and share ideas, replacing interaction in an in-person classroom with an online setting, according to USF.

But I feel discussion posts often fall short and don’t seem genuine.

After scrolling through dozens of discussion posts that sound identical, I have come to feel that the whole process is more about checking a box than engaging with the material being taught. 

That disconnect makes it hard for me to see the value in continuing the assignment. 

When participation feels forced, the quality of the discussion suffers. I am left skimming posts instead of actually learning from them. 

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A 2022 study of 79 college students, published on ResearchGate, found that many viewed online discussion boards as repetitive and lacking genuine engagement.

David Hecht, a senior mass communication major, said he agrees that discussion posts aren’t always beneficial.

“After I complete the post, it often feels unnecessary,” Hacht said. “I usually do not read other students’ responses or thoughts, unless I have to.” 

He also said that despite discussion posts helping some students retain information, they can feel lackluster. 

“I feel that writing on a discussion post does not help my learning as much as having an open, in-class discussion where my ideas can be shared,” Hecht said. “If the professor does not discuss in class what we had to write on, then I would consider it busy work.” 

I had one discussion post where I had to respond to at least two peers. The assignment described that responses had to be “meaningful” and provide “personal insight.” 

After going through each response on not only my discussion but also others, I didn’t think anyone, including myself, provided anything important or insightful. Yet I still got a 100%. 

When a discussion post is graded on completion, I am more likely to focus on meeting that requirement rather than contributing something impactful to the conversation. 

When a grade won’t be affected by effort or lack thereof, I have noticed responses becoming predictable, with no original thought or genuine back-and-forth. 

If professors aim to promote deeper understanding, the way discussion posts are set up right now doesn’t seem to achieve that.

If a discussion post is meant for learning, it needs to be designed to encourage genuine interaction. 

A Science Direct study published in 2024 shows that instructor involvement, such as clearer expectations, guided responses and structured discussion roles, can improve the quality of student interaction in discussion boards.

A 2025 review from the same source found that redesigning standard discussion boards with more interactive approaches, like varied response formats, increases student engagement and satisfaction.

Related: OPINION: Professors and students need to work to make class more engaging 

Alan Hevner, a professor in the Muma College of Business, has found ways to make discussion posts more productive by grading on meaningful conversation and encouraging engaging responses.

“In my discussion, there is a capability where you are not allowed to read what other people have written until you make your first post,” Hevner said. “So they are not going to repeat what they have already seen. They have to provide an extensive discussion before they can look at what other people have posted.”

Unlike many classes I have taken where students post brief replies just to meet a requirement, Hevner’s approach creates more thoughtful discussions and makes the assignments feel more worthwhile for students.

Hevner said he has noticed that his approach to discussion posts is beneficial to students. 

“I see students say, ‘I am glad you mentioned that topic, I would have not thought of it that way. What you have said has added to my understanding of this topic,’” Hevner said. “It is a venue and a way where students can interact with one another and learn from each other.”

I like the approach of using discussion posts as an opening for students to learn from each other. Some classes don’t push for meaningful conversation, so seeing a USF professor implement this is refreshing and hopeful.

Nicholas Dzierzko, a sophomore finance major, said professors can use other strategies to achieve genuine student engagement rather than relying on discussion posts.

“Having an assignment where two students have to work together to get answers to a question would be a better way to engage students,” Dzierzko said. “These ways would help students actually understand a topic.” 

I believe professors can turn discussion posts into real conversations in class, requiring students to engage with peers in person rather than simply repeating others’ responses.

If professors turn repetitive discussion posts into real, interactive material, students would have the chance to feel like their work is actually useful.