This position paper is not a specific controlled study partitioned into a one-to-one linear particularistic tracking
of a specific methodology. In short, it is drawn from a constructivist paradigm of over 30 classroom cases of
immersion into a milieu of teaching and learning procedures where online discussion is a major reinforcing
component albeit not the only component in the process of active learning. The conclusions and samples are drawn
from several classes over 4 years in 3 countries. The samples of refection and discussion selected represent the
typical content. A formal systematic content analyses of each component and the coding of responses beyond
rubrics is of course welcome. Nonetheless the overall emergent theme represents the prominence of discussion that
occurs as an expressive opportunity from personal metacognition along with meditation in short 2-6 week time
frames. The real world case based discussion may be difficult to control for in pre-and-post-tests because of social
facilitation effects in any specific methodology with control groups. In addition. These classes presented themselves
as rare and valuable international classroom settings with intact, formally enrolled learner populations on actual
accredited courses.