The learning that transpires in schools is traditionally considered an individual activity. Pupils are expected to internalize certain information, and to be able to show that it exists in their usable memory. Though this model of learning has been heavily criticized and has even been shown to be an inaccurate description of how learning actually takes place, it remains the basic model by which teachers undertake to transmit knowledge to their pupils.
In a model such as this ODFs have a limited classroom role to play. Similar to the early uses of computers in educational settings, ODFs would, in this model, play a marginal role in actual learning, while they would perhaps serve as decoration, making "learning" more attractive. A comparison to the early uses of computers in education might better illustrate the point:
Many early "educational” computer programs were drills that "rewarded” correct answers with the opportunity to play a short game. It was almost as though two separate levels existed: On the one hand, the "real” learning took place in a traditional fashion with perhaps the only "computer skill" called for being the ability to click on a correct answer, and on the other hand, the "added value” came as an unconnected prize for knowing the right answer.
Undoubtedly this is one of the simplest means of incorporating discussion groups into the learning process, and numerous examples exist of this "first generation” sort of "integration” of forums/discussion groups in online classes: rather than being an integral part of the learning process, the discussion that develops in the forum is an "add-on” that perhaps generates some excitement or interest and perhaps makes the learning experience more fun.