Discussion forums are often utilized in the online classroom to build a sense of community, encourage collaboration and exchange, and measure time on task. A review of the literature revealed that there is little research that examines the role of the online discussion forum as a mechanism for knowledge transfer. Researchers reviewed 21 course sections of a graduate organizational behavior course in an effort to determine if knowledge transfer occurred in the discussion forums. Student and faculty responses in the discussion forum were analyzed using NVivo10. The authors conclude that there is evidence to support authentic knowledge transfer in the online discussion forums on a student-to-student basis but not from faculty to student. This paper discusses the results of the study and proposes a model to evaluate and authenticate discussion question prompts as knowledge transfer agents. The proposed model provides a mechanism which focuses on the enablers of trust/reputation, creativity/innovation, expression of existing knowledge, real world application, and knowledge stewardship in the discussion forums in an effort to promote knowledge transfer. This model may be beneficial to instructional designers, subject matter experts and faculty when designing and delivering online discussion assignments.

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor's use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.

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