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Network mapping of asynchronous student interactions in online discussion boards

The recent movement towards asynchronous learning activities in higher education has transformed student and educator interactions. However, as the efficacy of such approaches are unknown, many educators must rely on personal experience and peer anecdotes regarding student engagement without underlying data to inform assessment. As educators transition from pandemic‐driven pedagogy to sustainable models of course design, the use of course‐based analytics can help instructors understand the ways in which students are interacting with asynchronous activities and each other.