Online discussion forums often turn into a series of disconnected posts. With A/Prof Anita Heywood I developed a structure and process for assessing students' facilitation of asynchronous peer-led discussion, so that students take responsibility for moderating each other's learning and reflect on how they did it. In PHCM9615 Primary Health Care, students contribute to weekly peer-led forums across six weeks and moderate one of them. They then compile a participation journal containing their three best posts and a critical review of their own moderation, which is intended to reward sustained, considered engagement over polished posts that are submitted for marking. The task has 40% of the course’s marks allocated to it and assesses three of its five learning outcomes. The task develops students' skills in group facilitation and reflection.

This approach contributed to my teaching in PHCM9615 receiving 100% satisfaction on myExperience each year from 2019 to 2022.

A/Prof Heywood and I presented the approach at:

• Heywood, A., & Harris-Roxas, B. (2020, November 19). "Online discussions with classmates are fruitful": Fostering postgraduate collaborative learning using an assessable asynchronous peer-led discussion forum. UNSW Learning and Teaching Forum, Learning without limits: Leading the change, Sydney.
• Heywood, A., & Harris-Roxas, B. (2020, December 4). "Online discussions with classmates are fruitful" [Invited presentation]. UNSW Medicine and Health Education Forum: COVID and Beyond, Sydney.
• Heywood, A., & Harris-Roxas, B. (2022, July 1). "Online discussions with classmates are fruitful". Council of Academic Public Health Institutions Australasia Teaching and Learning Forum, Melbourne.