For close to three decades. the positive effects of online learner engagement in asynchronous discussions have been reported. Given the many positive effects of asynchronous discussion that have been conveyed in the literature, a preponderance of today's online courses include the activity as a part of the learning experience. It seems only reasonable, however, that the intended learning benefit only occurs when online students fully engage in the discussion activity. This paper presents the results of an inquiry that focused on the involvement of online learners in weekly discussions as determined by the direct viewing of the posts of course participants, and the resulting final grade assigned in the undergraduate course.