Online Discussion Forum (ODF) is being increasingly used as a supporting pedagogical tool in higher education. The present paper, based on the `theory of online learning' proposes a conceptual model which relates the influence of seven factors on interaction and perceived learning. The seven factors indentified are: Internet efficacy, personality, facilitating discourse, reflective thinking, personalization, assessment and feedback and community. This conceptual model was empirically tested in a private Indian business school using a multiple class sample of 227 useable responses. The data was analyzed using structural equation modeling and the findings support the proposition that interaction significantly impacts perceived learning in ODF. Except for Internet efficacy and personalization, the other five factors significantly influenced interaction. These findings have important implications for management educators in the use of ODF for enhanced student learning.

Over the past few years, many contemporary educators have incorporated web-assisted instructions in the delivery of curricula. Among the various technical tools used by management faculties, Online Discussion Forum (ODF) or Asynchronous Discussion Forum (ADF) has emerged as a valuable pedagogical tool in extending learning outside the classroom. ODF is an asynchronous or threaded electronic discussion board where students perform various activities such as reading, messaging, accessing course information and learning resources, completion of assignments and participating in interactive activities. It adds convenience and litheness to the traditional learning process by allowing students to complete their learning anytime and at anyplace (Anderson and Kanuka, 2003). The ODF increases students' interaction with the faculty, course material and peers and enhances their learning process. Further, it engages students in meaningful discourses and encourages critical thinking among students (Thomas, 2002). Other advantages of ODF include its less intimidating environment (Redmon and Burger, 2004), collaborative or cooperative discourse (Karacapilidis and Papadias, 2002), engagement with course content (Dorman and Fraser, 2009) and positive attitude towards learning (Struyven et al., 2006). A distinct advantage of using ODF with traditional classroom is that it provides students more opportunities to participate in a dialogue and reflect on their understanding in the classroom and in online discussions. Furthermore, ODF enables the faculty to understand the student's learning process and current performance. Feedback on students' performance in various activities can be provided more immediately in ODF and this facilitates active participation in the discourse (Anderson and Kanuka, 2003). ODF provides instructors with multiple modes of communication with students and thus, can reinforce course content. In sum, use of ODF with classroom lectures can address the higher-order thinking skills as identified in the Bloom's (1956) taxonomy of learning namely knowledge, comprehension, application, analysis, synthesis and evaluation.

Higher Education Journal, Facilitating Learning, Online Discussion Forum, Structural Equation Modeling, Indian Business School, Asynchronous Discussion Forum, Traditional Learning Process, Electronic Discussion Board, Management Education, Intrinsic Motivation Inventory, Principal Component Analysis.