Nearly all online faculty use discussion in their courses, often simply because everyone else does or their institution’s course development model assumes they do. But like any course content or activity, we need to ask about its purpose. There is no law that all online
Have you ever wondered how to structure or strengthen a requirement for students in your online courses to interact with each other in meaningful ways? Perhaps you assigned discussion forum posts and responses or assigned team work only to notice that interactions devolve into superficial
This is a time of heightened and collective awakening. In response to the George Floyd murder, numerous other atrocities, and public outcries for change, universities have been called upon to respond. Specifically, instructors are encouraged to enhance attention to diversity in their courses and facilitate
Discussions in online courses are both an opportunity and a problem. They are an opportunity for students to think more deeply about topics and respond to opposing views without the pressure of having to come up with a response on the spot in front of
Faculty who move from face-to-face teaching to online teaching must decide how to facilitate student interaction in a web environment. Nearly all use the asynchronous threaded discussion forum that is a central feature of all learning management systems (LMSs). Some also use synchronous video conferencing,
Student discussions have long been both thorn and rose of online courses. When online learning was first introduced to academia, skeptical face-to-face instructors believed that the courses must lack any discussion, likening them to a television broadcast. But online educators immediately recognized that the format
In my years as an instructional designer at Indiana University, I’ve heard the same complaint again and again across wholly disparate courses and programs: “I would like more and better student interaction in my online courses.” These teachers have used traditional online discussion boards and
For years I have used a game I call the Blame Game in my Intellectual Heritage I classes. Intellectual Heritage I is an interdisciplinary course in critical reading that focuses on works of literature, philosophy, and religion. Several of the texts I use in this
We all want students to come to class prepared, having done the readings, and ready to actively participate in discussions and activities. Although the practice is debated, many of us use participation grades to encourage the types of behavior we want to see in class.
Critical thinking has become a catch-all phrase in any education literature that touts the development of 21st century learning. It seems that no matter which instructional model is being used or how the craft of teaching is being applied, as long as the approach claims
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