Creating Effective Course Discussions
The discussion board is often used in online and hybrid course to facilitate student-student interactions. If done correctly and strategically, discussions can create a sense of community and deeper learning. In the classroom, you might have a few students that always talk and dominate the class discussion. In an online course, all students can provide their insights.
Perhaps you've heard that discussions should follow a "post X times and reply X times" format. The truth is, there is really not one "best" way to structure and facilitate an online discussion. Much like other elements of an online course, the key to a successful discussion is by including a clear purpose and expectations for learner-learner interactions. The "best" way to structure discussion for your class will vary by discipline, purpose, and instructor. Below are some suggestions and best practices for creating effective discussions.
- The discussion should align with the course outcomes - While there is certainly variation for how to structure and facilitate discussions, in every case, the discussion should have purpose and align with the course/module outcomes.
- Think outside the box - Online discussion boards are fantastic tools, and can create really rich, engaging learning experiences for students. In the classroom, you may have a few students that dominate the discussion. Online, you have an opportunity to hear from every student. It's tempting to want to try to re-create classroom discussions in an online environment. Sometimes, you can depending on the topic and structure. But, many times the discussion board is an excellent option for facilitating learner/learner interaction without being a true "discussion." Discussion boards can often be used anytime students may benefit from reading each other's work.
- Post and reply expectations should be clear and purposeful - the "post once reply twice" concept has caught on as the traditional structure for discussions, but isn't always the most effective and many times feels forced and inauthentic. The most effective way to structure is the structure that fits the purpose of the discussion. If replies are required, make sure the replies have a purpose. For example, if students are asked to explain a time they experienced a listening barrier for the post and then reply two times, replies might look something like, "Great post! That happens to me too," and not provide much substance. However, if students are asked to reply to two students and explain using the readings how the student could overcome the barrier, then the reply takes on a specific purpose.
- What about word counts? This is a common question among faculty. While setting clear expectations for posts/replies is certainly a best practice, using specific word counts can sometimes be too restrictive and create inauthentic interactions among students. There is a balance between setting expectations and also allowing some flexibility in requirements to encourage authentic discussions.
- Use a rubric - One of the easiest ways to communicate expectations is through a grading rubric. Many instructors will create a generic "discussion" rubric and use the same rubric for all course discussions. This can help encourage open responses when the rubric is more general instead of very prescriptive.
- Set clear "netiquette" expectations - Expectations for addressing others, respecting multiple viewpoints, etc... should be communicated to students.
- Consider the Prompt - Discussions can fall short quickly if the prompt is too restrictive. Try to avoid closed ended questions and consider writing prompts that would encourage multiple perspectives.
Small Group Discussions
Consider small group discussion for richer participation -Online discussions can still be intimidating for some students because of the full class discussion. Many instructors will split students up into smaller groups for discussion topics to allow for deeper discussions of content. You can add students to groups in Talon and setup discussions for each group that only that group can see. Some instructors will leave the same groups throughout the semester, or consider changing them up for each discussion.
Group projects may use discussions for communication, but can be challenging in online courses. Many group projects require some synchronous interaction, which can be difficult to manage with online student schedules.
To participate or not? That is the question!
In general, all course discussions should be facilitated and monitored by the instructor, and feedback should be provided. How you choose to do this is really your best judgment and what will best fit the structure and purpose of the discussion as well as the course goals. Some instructors feel like they should reply to every student - for some prompts, this can easily shut down a natural discussion among students. For others, this is a great way to interject and highlight key ideas.
Peer Reviews
Many courses promote learner-learner interaction through peer reviews. There are several ways to structure these as well. Most commonly, a discussion board is used where students may post their work and other students use the replies to comment. This could be done in smaller groups or with the full class. Providing clear guidance for providing peer critiques is important so students can benefit from the feedback.
References:
Palloff, R.M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.