| Asynchronous online courses often feel disconnected for both the instructor and the student. This
seems especially relevant in Communication courses. This qualitative instrumental comparative
single case study endeavors to understand how designing discussion prompts with Gardner’s
(2011) multiple intelligences theory impact involvement in asynchronous online communication
courses. The case study consists of two comparison groups, one using designed discussion
boards and the other using the existing prompts. The one group included the designed
instructional element, and the other group did not. Discussion responses, general course metrics,
and instructor experience were evaluated for results. Results show the designed instruction led to
stronger self-disclosure and support, personal connection to the content, and fewer withdrawals.
Limitations and areas of future research are also discussed.
Keywords: Multiple Intelligences, Communication, Asynchronous Online Education,
Involvement, Retention |