Asynchronous discussion forums remain central to online higher education, yet debate continues about their effectiveness and the degree to which they build meaningful learning community. While faculty perspectives are well documented, less is known about how online students themselves understand and value asynchronous discussions. This study reports results from a new national survey examining student attitudes toward the pedagogical, social, and motivational dimensions of these forums.

This project is the third phase of a multi-year research agenda previously presented at the TCC Online Conference. Prior faculty studies highlighted concerns about superficial posts, last-minute participation (“the 11:55 PM phenomenon”), limited peer interaction, and a “one-and-done” mindset. The present study asks: To what extent do online students share these concerns? Where do their perceptions align or diverge?

A 10-item Likert-type survey measured student views on depth of understanding, idea generation, community building, return visits, posting behaviors, and perceived value. Demographic items captured gender, age, major, educational level, and prior online experience. An open-ended question invited additional ideas for building learning community. The survey yielded 224 usable responses from students across the United States (77% completion rate).

Findings will compare student perceptions with two years of faculty data and identify actionable strategies for strengthening engagement in asynchronous forums. Implications for course design, discussion structure, instructor presence, and institutional expectations will be highlighted to support deeper, more community-centered online learning.