ASHS 2024 Conference

Peer-to-peer engagement is an impactful way to enrich student learning and the teaching experience, especially in an asynchronous course. Varied online discussion platforms are more readily available to increase engagement, participation, and student learning. However, more information is needed to evaluate whether these discussion platforms enhance engaged learning. This study compares the use of online discussion platforms Packback and Yellowdig, used in sequential years for HS 205 (Sec. 601): Home Food Production - quantifying students' recorded level of participation, engagement with their classmates, and effort put into student posts. In the spring of 2022, Packback was evaluated as an effective class discussion tool for HS 205 (Sec. 601): Home Food Production. Students used Packback as the course discussion forum tool. Each week, they were given instructor-led lead discussion prompts during scheduled weeks and asked to respond to two of their peers. Packback tracked student participation each week and gave students a “curiosity” score. This curiosity score algorithm assessed the effort put into each student’s post. The Packback discussion group had lower full student participation, peer-to-peer engagement, and curiosity/effort scores. In the first week, most students fully participated. But as weeks progressed, the effort put into discussion posting and engagement significantly declined – as low as 65% participation. Beyond answering the discussion prompt, students did not develop their line of inquiry, and engagement was modest – most weeks, students did not fully participate, and the average curiosity score was 66% (the highest participation was 81 and the lowest 40). In the spring of 2023, Yellowdig was used as a digital tool to help create more vibrant, connected learning communities and give students the agency to discuss course topics that are important to them. Using Yellowdig, evidence showed that students became more active participants in the learning process, often exceeding the minimal participation requirement, and played a critical role in constructing knowledge. Crafted course topics provided course relevance and helped students talk about subjects related to the course, but no longer relied on instructor prompts for their discussions each week. With Yellowdig, students in this course performed above average in the number of student connections, the number of discussion posts, the number of reactions and responses given to discussion posts, the total word count average, and the number of multimedia shared (i.e.pictures, videos, weblinks). Furthermore, several students echoed their value of Yellowdig in their end -of-year evaluations.