Content analysis of asynchronous discussions can help to detect cognitive presence in online discussions (Kovanović et al, 2016), and institutions can also learn new information about student learning to enhance educational conditions related to student success (Baer & Campbell, 2012). The trends and insights obtained from such analyses could be used for improving teaching and learning efficacy. Therefore, a growing number of researchers are investigating student discourse to understand classroom interactivity and the level of participant understanding.