ORCID
https://orcid.org/0009-0009-2482-9474
Date of Award
2025
Document Type
Dissertation
Degree Name
Education (Ph.D)
Department
Education Specialties
First Advisor
Olivia Stewart
Second Advisor
Brett E Blake
Abstract
The dissertation investigates how Asynchronous Online Discussions (AODs) contribute to community building and critical thinking development among graduate students in asynchronous online courses. Grounded in the Community of Inquiry (CoI) framework, the research examines the interplay of cognitive, social, teaching, and learner presences to foster collaborative learning environments and enhance analytical reasoning skills in online education. Employing a qualitative design and thematic analysis of surveys and interviews with asynchronous online graduate students, this research reveals the role of AODs in facilitating meaningful interactions that support knowledge construction and critical thinking. Findings indicate that cognitive, social, and teaching presences in AODs operate interdependently to foster both critical thinking and community building. Each presence complements the others: social presence establishes connections, cognitive presence deepens engagement, and teaching presence provides essential structure and guidance. This integrated approach creates a cohesive and effective learning experience. The study reveals insights for developing online pedagogical strategies that promote engaging, critical, and inclusive learning environments, contributing to the optimization of AODs for essential academic and professional competencies in today’s digital landscape.
Keywords: Asynchronous Online Discussions, Critical Thinking, Community of Inquiry, Online Learning, Graduate Education
Recommended Citation
Strausser, Robyn Menna, "EXTENDING THE CLASSROOM BOUNDARIES: AN EVALUATION OF ASYNCHRONOUS GRADUATE STUDENT DISCUSSION BOARDS TO BUILD COMMUNITY AND CRITICAL THINKING" (2025). Theses and Dissertations. 880.
https://scholar.stjohns.edu/theses_dissertations/880