Previous studies indicate that in comparison to face-to-face learning environment, online discussion requires students to engage each other at higher levels of thinking and not restrict themselves to recalling facts (Bell, 2006). A higher level of thinking in the learning process is observed when learners take responsibility of their learning process and exercise self-regulation. Although instructors usually use educational technology, such as online discussion forums, to encourage learners' interaction, at times the technology seems not to be fully integrated in instruction. (Scardamalia, (&) Bereiter, 2008). Scardamalia and Bereiter (2008) stated that educational technologies should not be regarded as mere technological innovations, but as a part of instructional design. Treating online discussion boards, chat rooms or wikis as part of instructional design encourages higher level learning practices (Nussbaum et al., 2002(;) Scardamalia, (&) Bereiter, 2008).
This study explored the potential of online discussion board forums to support thoughtful dialogue that contributes to higher levels of thinking. Previous studies have indicated that although online discussion forums have the potential to enhance student engagement in reflective learning, the quality of this reflection is often shallow (Marttunen and Laurinen (2001(;) Nussbaum et al., 2002(;) Scardamalia, (&) Bereiter, 2008).
Transformative learning theory enabled this study evaluate participants' perception of their learning experiences and progress in online discussion forums. The finding of this study was that participants of online discussion forum perceive transformative learning as a two-dimensional construct. This is inconsistent to previous studies proposing a four-dimensional construct (Mezirow, 2003). Further analysis of the collected data suggested that within the online discussion forums gender has no significant impact on learners' engagement in reflective learning practices. Neither do class-level play any role on the female and male students learning experience within online discussion forums. Significant contributors to learners' engagement in reflective learning practices include self-efficacy and sophisticated epistemological beliefs including certain knowledge, simple knowledge and innate-abilities.