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Tips from the Pros: Get the Most Out of Online Discussion

Teaching Strategies and Techniques

Tips from the Pros: Get the Most Out of Online Discussion

Online discussion forums can produce livelier and deeper debate than is possible in face-to-face courses, but instructors are often challenged in reaching this goal. Two of the most frequently asked faculty questions concern (1) how to get students to participate in the discussion and (2) how to prevent the discussion from remaining at the superficial level. A few simple design strategies will help create effective discussions in your online courses.

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Online discussion forums can produce livelier and deeper debate than is possible in face-to-face courses, but instructors are often challenged in reaching this goal. Two of the most frequently asked faculty questions concern (1) how to get students to participate in the discussion and (2) how to prevent the discussion from remaining at the superficial level. A few simple design strategies will help create effective discussions in your online courses. Ask discussion questions that provoke higher-level thinking. If you ask questions that require students to recall factual information, idea exchange is unlikely to occur, because there is nothing to be “discussed.” However, if you ask “why” and “how” questions, it is more likely that students will engage in higher-level idea exchanges. Use a variety of discussion formats. If you teach a large class, you might want to use small groups to help you manage the dynamics of the discussions. You can assign each group member a different role and rotate those roles throughout the course. You can also use student-led discussions, giving students the opportunity to take responsibility for their own learning. But in this case it is critical to model how to lead online discussions with sample postings, since leading discussions is new for most students. Design a variety of discussion activities. Don't restrict yourself to assigning readings or videos and asking students to answer a few questions based on the material. While reading or watching and responding is a great way to assess students' understanding, eventually students will get bored with the repetition. To keep them engaged, you can introduce a variety of discussion activities, such as the “six thinking hats” (http://www.debonogroup.com/six_thinking_hats.php), debate, role-play, peer review, and so on. Use the B-D-A framework. The B-D-A (before-during-after) framework is a well-known model for reading comprehension instruction that can be applied to online discussion (Vacca, Vacca, & Mraz, 2016): Before discussion During discussion After discussion Dr. Zheng will be presenting a Magna Online Seminar entitled Facilitate Online Discussions to Support Student Engagement and Knowledge Co-construction on September 13, 2016 at 1:00 p.m. (Central). For more information, please visit http://www.magnapubs.com/online-seminars/live. References Garrison, D. R., Anderson, T., and Archer, W. “Critical inquiry in a text-based environment: Computer conferencing in higher education.” The Internet and Higher Education 2, nos. 2-3: 87–105. Vacca, R. T., J. A. Vacca, and M. E. Mraz. Content Area Reading: Literacy and Learning Across the Curriculum (12th ed.). Boston: Pearson Allyn & Bacon, 2016.
Meixun Sinky Zheng is an assistant professor and instructional designer at the University of the Pacific.