Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses

Asynchronous online discussions (AOD) offer pedagogical advantages as a social learning tool, but their success largely depends on students' motivated participation and sustained engagement. Recent research highlights the potential of leveraging temporal data to understand discussion dynamics and inform instructional strategies. However, the role of contextual factors in analyzing temporal data has not been systematically investigated. To address this gap, this study examines the interplay between temporal patterns and contextual factors including discussion format, group configuration, and course sessions. We analyzed logged timestamp data from 22 online discussions in a university course offered across two semesters to examine temporal patterns of participation in various contexts. Data visualization and linear mixed-effects modeling revealed a dominant trend of deadline-oriented posting behaviors. Cluster analysis results further indicated timely engagement, consistent responsiveness, and ongoing participation are key to academic success. Our findings suggest that discussion design often overlooks temporal aspects, which may contribute to suboptimal engagement. To address this, we propose a temporal structuring approach that combines explicit instructor-imposed schedules with implicit socially constructed temporal structure, supplemented by soft nudges to promote autonomy and sustain discussion engagement. The study concludes with theoretical and practical implications for optimizing online discussion design.