This paper explores how faculty from various disciplines at one southeastern university used the threaded discussion group feature of such integrated Web packages as FrontPage, Blackboard, and WebCT. Ten faculty members from the colleges of Arts and Sciences, Business, Education, Communication, Engineering, and Nursing were surveyed. Qualitative analysis of results indicated wide variations in the courses using discussion boards, in provision of instructions to students, in discussion organization, in professorial participation, in student participation requirements, and in assessment of discussion participation. Overall, professors felt the online discussion format encouraged students who did not participate in class to express themselves and encouraged all students to formulate their thoughts at a deeper level. The time commitment of the instructor was seen to be the primary disadvantage of the online format. (Contains 13 references.) (DB)