Engaging Students in Online Discussion

W. P. Carey Online Academic Services

F2F, we rely on verbal and visual communication to discuss class topics

Some students contribute, some just listen and take notes

Participation is not necessarily required or graded

We assume by being in class, students are absorbing information

Online discussion is different

Introduction

Require facilitation by the instructor Must be structured Instructor must be aware of the different

strategies and techniques needed to facilitate online instruction

Instructors need to find the online discussion technique(s) that works for their class

Online Discussions

How can you promote student engagement in the discussion board?

What types of questions do you ask? What can you do to keep the conversation

going? How much time will discussion boards take

to facilitate?

Initial Thinking about Discussion

Bonding and social interaction are important

Social cues need to be brought in by the instructor

Start by having students introduce themselves

The more shared knowledge students have of one another, the more sharing of social cues

The more social cues, the more motivated they will be to participate in online discussion

Enticing, Productive Online Conversations

Provide the rules of Netiquette that you expect

Outline the traits you expect to see◦ Positive◦ Sensitive◦ Considerate◦ Polite ◦ Tolerant

Keeping it Civil

Critique an online article or website◦ Keep a list as you find these for your next class

Debate or discuss a controversial topic◦ Have students take a side◦ Make sure all are being respectful

Form teams for group discussions◦ Can then report back to the whole class◦ Smaller teams makes easier discussion

Sample Discussion Activities

Count discussion towards grades Define participation requirements

◦ Guide, checklist or rubric◦ Give requirements to each student

State beginning and end dates for contributions

Encourage Netiquette◦ Polite discourse adds value

Tips for Online Discussion

When possible, ask students to relate the material to personal experiences◦ Increases motivation to respond◦ Connects prior knowledge to new knowledge

Create extra discussion areas for small group work

When asked a question from a student, give prompt response

Inform students of what you consider timely feedback

Tips for Online Discussion

Do not feel you need to respond to every student in the discussion◦ Get the conversation started◦ Stay in the background, but keep them on track◦ Summarize at the end of the discussion

Use the discussion board for exam preparation

Have students provide exam questions to the discussion

Tips for Online Discussion

Recommend extra stuff◦ At some point, send recommend a book, website,

movie◦ Tell the students why this recommendation is

important Use white space

◦ No one will read a long block of text Use the book, but don’t teach the book Pre-write your questions

◦ Even replies

Tips for Online Discussion

Well structured questions◦ Open-ended

Participation requirements◦ Example 1 initial post, 3 responses to classmates

“Something to think about” Great for those who do not like public

speaking

Rich Discussion

Which Question Generates More Discussion? What is Bloom’s Taxonomy?

Bloom’s Taxonomy is a useful tool for instructors to assist with the formation of assessments at the desired level of learning. Some lessons and classes are very appropriate for usage of the lower level of the taxonomy; other courses and lessons should require higher levels of cognitive mastery. Evaluate a recent test/assessment that you have been exposed to as a learner. Discuss the level of Bloom’s (cognitive level) this test/assessment measured? In your opinion, was this an appropriate level of cognitive measurement for the course/activity? Why or why not? Recommend a more appropriate assessment for the situation and defend your recommendationPlease be sure to respond to 2 of your classmate's posts as well in order to earn full credit for the question.

Use different types of questions Do not use questions with only one answer Ask open-ended questions Ask higher-order thinking questions

(Bloom’s Taxonomy) Ask probing questions (Socratic method) Play Devil’s advocate Ask for clarification Make students defend answers

Furthering Discussion

Include the assessment criteria in the course◦ Syllabus◦ Course announcement◦ Instructions for questions

Make sure the criteria measure both quality and quantity

A rubric can be helpful

Assessing Discussion Boards

Students feeling overwhelmed by too much information◦ Plan and streamline discussions

Unorganized conversations confuse students◦ Time release◦ State dates for conversations

Students stumped by online tasks◦ Provide directions if you want items cut and

pasted, URLs, etc◦ Provide guidelines on length, due dates, etc

Avoiding Discussion Pitfalls

Student comments lack justification/evidence◦ Model ways to support arguments◦ Cite research and theories in your own posts

Comments unrelated to course readings and course concepts◦ Students often do not realize this is expected of

them◦ Set expectations-tell students to use readings

Students are too nice on the web◦ Assign devil’s advocate, pessimist, optimist roles

to students

Avoiding Discussion Pitfalls

Peer camaraderie is lacking◦ Assign online buddies◦ Tell students who to comment on/interact with

Struggling to teach not preach◦ Don’t lecture in the discussion board◦ Encourage students to run the discussion topics◦ Assign leaders each week

Difficulty forming a community of learners◦ Encourage casual interaction◦ Have a “hanging out” thread

Avoiding Discussion Pitfalls

Time consuming to grade discussion boards◦ Students may post high amounts of material◦ Set grading criteria◦ Make sure the criteria is based on quality on not

quantity◦ Use the power of Blackboard to assist with

grading Technological issues

◦ Try and avoid last minute work◦ Make sure you and the students know the support

available

Avoiding Discussion Pitfalls

Any Questions?Call or email me with anything

Jodi.menees@asu.edu480-371-0173