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This reflective paper describes the purposeful use of Canvas discussion board features in a remedial course to strengthen students’ interactive skills and participation. Daily and weekly prompts, delivered through the platform, guided reflection and required peer replies. Post-course review and student feedback indicated increased participation, improved critical thinking, deeper reflection, and greater comfort expressing learning challenges, fostering community.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-canvas-discussion-boards-to-promote-class-engagement-and-community-in-a-remedial-course/585320/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-canvas-discussion-boards-to-promote-class-engagement-and-community-in-a-remedial-course/585320.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were Canvas discussion boards used in the remedial course?","Question",{"text":112,"@type":113},"Daily and weekly prompts were posted on Canvas with guided instructions. Students submitted individual responses and replied to at least two peers’ posts to encourage reflection and peer interaction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role did faculty moderation play in student participation?",{"text":117,"@type":113},"Faculty actively moderated discussions to provide validation, normalization of struggle, and constructive feedback. Instructor presence helped create a supportive environment and encouraged engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes were reported from reviewing discussion posts and student feedback?",{"text":121,"@type":113},"The review showed increased participation, stronger critical thinking, and deeper reflection. Students reported greater comfort describing challenges and identifying ineffective study habits, and peer interaction reduced feelings of isolation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585320,1792868909,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","USING CANVAS DISCUSSION BOARDS TO PROMOTE CLASS ENGAGEMENT AND COMMUNITY IN AREMEDIAL COURSE  \nAruna Ullal and Gautam Ullal  \nAmerican University of the Caribbean School of Medicine, Sint Maarten, Netherlands Antilles  \nABSTRACT  \nFirst-year medical students often struggle with class engagement and peer interactions. This short reflective paper describes the purposeful use of Canvas discussion board features to enhance first-year medical students' interactive skills and class engagement in a remedial course.  \nDiscussion board activities and assignment submissions were incorporated into a structured remedial course. Daily and weekly prompts, aligned with the course objective, were assigned to students through the discussion board submissions. Students completed guided instructions and responded to peers in a supportive learning environment on the discussion board platform.  \nA review of the discussion posts at the end of the course, along with students' feedback on the discussion board, revealed increased student participation, critical thinking, and deeper reflection throughout the course. Students became more comfortable describing their learning challenges, identifying ineffective habits, and outlining specific changes to their study approaches. Peer interaction helped normalize academic struggles and promote a sense of community among students who often feel isolated in a classroom setting.  \nThis reflection demonstrates how an existing learning management system and educational technology tool can be effectively used to enhance student engagement and peer interaction. The paper concludes with practical considerations for designing discussion board activities in future courses that support reflective practice and learner-centered technology tools.  \nKEYWORDS  \nMedical Education, Technology, Discussion Boards, Student Engagement  \n1. INTRODUCTION  \nMedical education poses several academic and emotional challenges for many first-year students. The biggest struggle is mastering large volumes of complex material while adapting to a new learning environment and high-stakes performance stress (Picton et al., 2022) . These demands could lead to emotional stress, poor class engagement, limited peer interaction, and, ultimately, inefficient study habits (Kirtchuk et al., 2022) .Studies suggest that student engagement and social interaction play an essential role in active learning, particularly in high-stakes environments such as medical education (Martín-Alguacil & Avedillo, 2024) . Educational technology could be one approach that can be used to enhance students' active engagement and participation in the classroom ((Wibowo et al., 2023) . Among the several educational technologies, Learning management systems (LMSs), such as Canvas, are widely used across educational institutions (Alghamdi, 2013); however, their interactive features are often underutilized. This reflective paper illustrates the targeted use of Canvas discussion board features in a remedial course for first-year medical students. The aim is to enhance class engagement, promote peer interaction, and encourage reflective and self-directed learning using an existing educational technology tool.  \n2. CONTEXT AND RATIONALE  \nFirst-year medical students who experience academic challenges often report low confidence, frequently miss regular classes, participate in class discussions with limited engagement, and exhibit a reluctance to seek peer or faculty support (Almansour & Almoayad, 2024). These students may perceive similar challenges as personal failures rather than as a part of the medical school learning process. Such experiences can negatively impact students’ motivation, engagement, and academic performance. Remedial instruction that focuses solely on knowledge gaps may not adequately address broader learning challenges. Peer interaction and their class engagement have been shown to improve collaborative learning and reduce feelings of isolation among learners (","cbCaifFLdGEdMQmj","https://ap.wps.com/l/cbCaifFLdGEdMQmj","pdf",825362,"English","# 1. INTRODUCTION\n# 2. CONTEXT AND RATIONALE\n## 2.1 Course Design and Use of Canvas Discussion Boards\n## 2.2 Student Engagement and Peer Interactio","[{\"question\":\"How were Canvas discussion boards used in the remedial course?\",\"answer\":\"Daily and weekly prompts were posted on Canvas with guided instructions. Students submitted individual responses and replied to at least two peers’ posts to encourage reflection and peer interaction.\"},{\"question\":\"What role did faculty moderation play in student participation?\",\"answer\":\"Faculty actively moderated discussions to provide validation, normalization of struggle, and constructive feedback. Instructor presence helped create a supportive environment and encouraged engagement.\"},{\"question\":\"What outcomes were reported from reviewing discussion posts and student feedback?\",\"answer\":\"The review showed increased participation, stronger critical thinking, and deeper reflection. Students reported greater comfort describing challenges and identifying ineffective study habits, and peer interaction reduced feelings of isolation.\"}]","USING CANVAS DISCUSSION BOARDS TO PROMOTE CLASS ENGAGEMENT AND COMMUNITY IN A REMEDIAL COURSE | PDF",1792054375]