Discussion Boards with Online Learning
- 2. Objectives •DEVELOP AN UNDERSTANDING OF DISCUSSION BOARD INTERACTIONS. •OUTLINE ONLINE DISCUSSION MODELS AND CONDITIONS NECESSARY FOR STUDENT PARTICIPATION AND LEARNING. •DISTINGUISH QUALITIES OF RESPONSES IN DISCUSSION FORUMS.
- 3. Discussion Board Model FIVE ELEMENTS THAT ARE ESSENTIAL TO EFFECTIVE QUALITY DISCUSSION BOARDS: Quality Discussion Boards Intrinsic Motivation Real-Life Connection Guidelines Instructor Presence Quality Questions & Responses
- 4. 5 Elements of Quality Discussion Boards 1. INTRINSIC MOTIVATIONS - “IF STUDENTS PERCEIVED THE ONLINE DISCUSSION AS VALUABLE, INTERESTING, AND ENJOYABLE, THEY WERE MORE LIKELY TO PARTICIPATE” (XIE, DEBACKER, & FERGUSON, 2006). 2. REAL-LIFE CONNECTIONS - RELEVANCE FACILITATES MOTIVATION AND ADDRESSES HOW THE CONTENT RELATES TO THE STUDENT’S GOALS. 3. GUIDELINES - PROVIDE CLEAR EXPECTATIONS AND GUIDELINES CONCERNING PARTICIPATION. 4. INSTRUCTOR PRESENCE - ACCORDING TO DENNEN (2005) “INSTRUCTOR PRESENCE…IS IMPORTANT IN MODERATION, AND THAT CAN BE ACHIEVED IN DIFFERENT WAYS.” 5. QUALITY QUESTIONS AND RESPONSES - QUESTIONS SHOULD ASK PROBING QUESTIONS AND PROMOTE STUDENT-STUDENT INTERACTIONS IN WHICH THE INSTRUCTOR ALSO ENCOURAGES ALL LEARNERS TO EXPLORE THEIR INDIVIDUAL THOUGHTS.
- 5. Benefits of Discussion Boards 1. STUDENTS ARE MORE LIKELY TO UTILIZE CRITICAL THINKING SKILLS. a. Discussion boards are reflective in nature. They force students to read other perspectives and carefully consider a response. 2. STUDENTS PARTICIPATE MORE REGULARLY AND IN A MORE THOUGHTFUL MANNER THAN THEY WOULD NORMALLY DO IN A FACE-TO-FACE INSTRUCTIONAL SETTING ESPECIALLY IN LARGE-ENROLLMENT CLASSES. a. The social aspects of the face-to-face classroom are very intimidating for many students. Online discussion boards offer students a tool through which they can actively participate in the class without feeling the overwhelming anxiety they may feel with many sets of eyes on them. 3. STUDENTS DEVELOP A STRONGER CLASS COMMUNITY. a. There is a greater propensity for students to interact with one another on a discussion board than there is in a face-to-face setting. Class community is often shown to be enhanced through the discussion board function.
- 6. Conditions to Support Online Discussion LEVINE (2007) PROVIDES A LIST OF CONDITIONS TO SUPPORT ONLINE DISCUSSION BOARDS: • CREATE A CONDUCIVE LEARNING ENVIRONMENT • ESTABLISH RULES • POSE MEANINGFUL QUESTIONS AND ACTIVITIES • STIMULATE PARTICIPATION • BE SENSITIVE TO NON-PARTICIPATION • ENCOURAGE REFLECTION • SUMMARIZE DISCUSSIONS AND KEY IDEAS • ENCOURAGE MORE REFLECTION
- 7. Structured Online Discussion QUALITY ONLINE DISCUSSION BOARDS HAVE ALL OF THE FOLLOWING: • INTRODUCTIONS • PERSONAL GOAL SETTING • GENERAL DISCUSSION: QUESTIONS/RESPONSES • PEER EVALUATION AND FEEDBACK • STARTER/WRAPPER-INITIAL POSTING/SUMMARY • SELF-EVALUATION OR PERSONAL REFLECTIONS
- 8. Four Characteristics of Effective Discussion Boards GILL (2006): 1. OPENNESS: STUDENTS MUST FEEL THAT THERE ARE NO CONSTRAINTS ON SHARING THEIR OPINIONS. 2. EFFICIENT: STUDENTS AND INSTRUCTORS MUST FEEL THAT THE DISCUSSION BOARD SERVES AS THE MOST EFFICIENT MEANS OF SUPPLYING/RECEIVING NEEDED SUPPORT. a. Replies to post must be engaging. 3. COLLABORATION: STUDENTS’ RESPONSES TO OTHER POSTINGS INCREASE THE EFFECTIVENESS OF THE DISCUSSION. 4. SAFETY: THE LEARNING COMMUNITY MUST FEEL THERE ARE NO REPERCUSSIONS FOR ANY POST THAT MAINTAINS CIVIL BEHAVIOR RESPECTFUL INTERACTION.
- 9. References DENNEN, V. P. (2005). FROM MESSAGE POSTING TO LEARNING DIALOGUES: FACTORS AFFECTING LEARNER PARTICIPATION IN ASYNCHRONOUS DISCUSSION. DISTANCE EDUCATION, 26(1), 127- 148. GILL, G. (2006). ASYNCHRONOUS DISCUSSION GROUPS: A USE- BASED TAXONOMY WITH EXAMPLES. JOURNAL OF INFORMATION SYSTEMS EDUCATION, 17(4), 381-382. XIE, K., DEBACKER, T. K., & FERGUSON, C. (2006). EXTENDING THE TRADITIONAL CLASSROOM THROUGH ONLINE DISCUSSION: THE ROLE OF STUDENT MOTIVATION. JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, 34(1), 67-89.