FEATURE ARTICLEPretest Online Discussion Groups to Augment Teaching and LearningKUHN, JONATHAN PhD Statistics; HASBARGEN, BARBARA MSN, RN, CNS, CNN; MIZINIAK, HALINA MSN, RNAuthor Information Author Affiliations: Mathematics, Statistics and Physics Department, Purdue University North Central, Westville (Dr Kuhn); Liberty Duneland Dialysis, Chesterton (B Hasbargen); and Nursing Department, Purdue University North Central, Westville (H Miziniak), IN. Corresponding author: Jonathan Kuhn, PhD Statistics, Mathematics, Statistics and Physics Department, Purdue University North Central, 1401 S US 421, Westville, IN (email@example.com). CIN: Computers, Informatics, Nursing: September-October 2010 - Volume 28 - Issue 5 - p 297-304 doi: 10.1097/NCN.0b013e3181ec28d4 Buy Metrics Abstract Tests and final examination scores of three semesters of control students in a nursing foundation course were compared with tests and final examination scores of three semesters of participating students. Participating students were offered access to an asynchronous pretest online discussion activity with a faculty e-moderator. While the simplified Bloom's revised taxonomy assisted in creating appropriate preparatory test and final examination questions for pretest online discussion, Salmon's five-stage online method provided direction to the e-moderator on how to encourage students to achieve Bloom's higher-order thinking skills during the pretest online discussions. Statistical analysis showed the pretest online discussion activity had a generally positive impact on tests and final examination scores, when controlling for a number of possible confounding variables, including instructor, cumulative grade point average, age, and credit hours. © 2010 Lippincott Williams & Wilkins, Inc.