When forums fail us

When good forums go bad

I had one of those conversations recently that left me surprised, disappointed, and honestly a bit rattled. A few colleagues and I were chatting about our experiences with online learning, specifically how forums are used in courses. What started as a casual conversation quickly turned into a bit of a horror story session.

One colleague shared that she had marks deducted for not double-spacing her forum post. Another said her fellow learners were afraid to ask questions in the forum—not because of trolls or rude classmates, but because asking a question that wasn’t explicitly part of the forum assignment might cost them marks. That, to me, is completely backwards.

Forums are meant to be conversations

I’ve been using forums in online learning for years, and I’ve always understood them to be the digital version of classroom discussions. A place where learners can explore ideas, ask questions, build on each other’s thinking, and reflect out loud. Not a place for rigid formatting rules or carefully crafted “essays” that leave no room for real conversation.

Unsafe to learn, unsafe to ask

What really hit me was how unsafe those forums sounded. Not unsafe in the usual internet way, but unsafe in the learning sense. If learners are afraid to ask questions or to say the wrong thing, how can we expect meaningful engagement? Vulnerability is essential to learning, and that starts with creating a space where learners feel seen, heard, and respected.

What social constructivism teaches us

This is where social constructivist theory comes in. Social constructivism tells us that knowledge is built through social interaction. We learn by talking, sharing, asking, disagreeing, and collaborating.

“Learning is fundamentally a social process. People learn from observing others, asking questions, and sharing knowledge.” John Seely Brown, in The Social Life of Information (2000)

Online forums, when designed and facilitated well, are one of the best tools we have to make that happen in a virtual environment.

Facilitation matters more than formatting

But only if we use them properly.

A well-run forum isn’t about ticking boxes or meeting a word count. It’s about sparking curiosity and creating community. That takes thoughtful facilitation. It means instructors need to be present in the forum, modeling good discussion practices, encouraging questions, connecting ideas across posts, and nudging the conversation forward. It also means designing prompts that invite different perspectives and allow for real dialogue—not just regurgitation of content.

“Learning is a social participation. It is not just the acquisition of knowledge by individuals, but a process of social engagement.” Etienne Wenger, Communities of Practice: Learning, Meaning, and Identity (1998)

Psychological safety isn’t optional

It also means doing the work to build psychological safety. Research tells us that a safe online learning environment directly impacts learner motivation, participation, and outcomes. That safety comes from clear norms, consistent instructor presence, respectful communication, and space for vulnerability. Learners need to know that it’s okay to not have all the answers, to be confused, to change their minds. That’s how learning happens.

Online learning deserves better

I’m sharing this because I believe online learning can be just as effective as, if not more effective than, face-to-face learning. But if we misuse our most powerful tools, like forums, we undermine that effectiveness. We turn opportunities for connection into compliance exercises. And we risk alienating learners who might otherwise thrive.

So please, if you design or teach online courses, please take a moment to reflect on how you're using forums. Are they living up to their potential as safe spaces for social learning? Or have they become something else entirely?

Maybe we need to ask ourselves — What would Vygotsky do?

?Cross posted to my blog.