Engaging Learners in Discussion
I agree. That is one of my greatest challenges too. Many learners post the minimum requirement and what's worse, they don't bother to come back. So even if you, as the instructor, have posted the most dynamic or most interesting follow-up question or additional information, that student will never read it.
One of my roles is to facilitate and guide the discussions. If students are already engaged with each other in the discussions, I minimize my participation. If discussions start off slow or stall, I expand on the topic or ask a follow-up question. Sometimes, I would break up the discussion topic into parts or reword it differently altogether. I also provide a grading rubric so that my students know what I'm looking for in the threads.
I agree. In my forums I seek out the discussions that are not drawing attention leavivg the more popular attended discussions alone.
Yvette,
Good point about using questioning as a learning technique. The more questioning that can be used the more critical thinking will be required and most all careers require critical thinking skills. We are doing a great service for our students when we help them expand their critical thinking abilities.
Gary
Gary Meers, Ed.D.
Tamara,
Good way to use problem solving and case studies in the learning process. I use both a lot in my classes for many of the same reasons that you cite. The students like using their newly acquired knowledge to problem solve situations and/or issues. They really get engaged in this process to the benefit of everyone.
Gary
Gary Meers, Ed.D.
One of the greatest challenges I have found in facilitating discussions is that many learners simply post the minimum requirements and once they have met the expectations of the discussion, they disengage and don't bother to come back into the discussion to extend the dialog on the topic.
What will be your role in discussions? How will you encourage substantive participation? What strategies will you use to extend learner’s thinking and keep the discussion focused on the intended outcomes?
Hello,
my role in discussion is to initiate, manage and maintain effective communication. Students are encouraged to participate by via posted announcements and the information that is placed in the discussion board. In order to extend learner's thinking and keep the discussion focused on the intended outcome additional resources should be provided and open-ended questions should be asked to provoked thought.
Truly, this is a topic that used to haunt me every single day when I first started teaching online. After a number of years my perspective has softened a bit.
I have realized that whether it is a discussion board or a term paper or a quiz or a group project--students are ultimately going to do what they choose to or feel they can accomplish. I believe the adage is "you can lead a horse to water, but you can't make them drink". So to keep a healthy perspective, I have re-directed my energies from being frustrated to doing what I can for the actively engaged, the partially engaged, and the disengaged.
My role in discussions is to prepare all students for the week's topics by introducing them enthusiastically in lectures. The hope is to get them to start "marinating" on the topic(s) to come.
To extend thinking but still help us meet outcomes, I will start things off with a "conversation starter" (especially if the topic is kind of boring) that contains related ideas and interesting spins on the topic at hand.
For example, if the topic is about use of multi-media in the workplace, I might give examples of three fictional people who use different forms of multi-media at work and have them rank/rate/discuss who is using multi-media appropriately and who is not. Students seem to love this because it's a little unexpected and many of them find that it is much more enjoyable to apply and exercise the topics (vs.simply researching and reporting on them together).
Because my students have a lot to discuss, they rarely veer too far off track. But if they do, I will jump into the fray and gently steer them back on topic with a leading question.
For those that are less or disengaged, I will work to compliment them on their replies, ask them further questions, etc. Sometimes I will even email them asking them about something they wrote on the board. This shows them that I do value their input and want to know what they are thinking each week.
Phyllis,
Good strategy. Pushing a bit and striving to expand the engagement of the students will result in more interaction and exchange of information.
Gary
Gary Meers, Ed.D.
Augustine,
Thank you for raising this point. We need to keep in mind the policies that guide our activities within our courses.
Gary
Gary Meers, Ed.D.
I agree. Most students just post what is needed to get the answer correct. Most do not go any further than the basics.
My role in discussions would be to encourage them to go to further to answer the complete question of the discussion so that they would gain more information about the topic. I would ask questions and give praise for good answers.
What I have found effective over the years is to ask questions. When I respond, I acknowledge what the learner has stated, and then take the discussion to a new level by asking questions. This seems to work well.
The interesting thing is that some schools have minimum required times that students can participate on the discussions board (synchronic). If you attempt to push the students to do more, they file complaint(s) with their advisers who in turn attempt to quote the various policies to the instructor.
Tim, I agree with your method. Some schools would like instructors to get into the discussions on the first day. Information in this course and my personal experience encourage the instructor to wait until after the first deadline not to stifle discussion.
If the discussion is taking a wrong turn then engage to get the discussion back on track.
Kathleen,
Good strategy and one that I know will yield good results for you. Your students are going to like that you are reaching out to include them throughout the course.
Gary
Gary Meers, Ed.D.
Since I am an online student myself and have yet to teach an online course I am familar with discussion patterns. I have found that if the instructor does not encourage class discussions by asking questions to posters, the posters will just post once. So I do plan on probing further into their posts causing the student to than answer again. I also had an instructor who ask us to read another students response and comment on it. All of those stargies worked in my classes.
Michelle,
I would support your strategy. This provides the students with feedback and ongoing discussion in relation to their responses.
Gary
Gary Meers, Ed.D.
Monica,
Thank you for sharing these strategies with us. I know they will be of benefit to other online instructors, especially those just starting their teaching careers.
Gary
Gary Meers, Ed.D.
I think the approach I may try with discussion topics will be to provide the initial feedback and then a follow up question or comment requiring graded feedback.
I agree that the discussions are very challenging when it comes to student engagement. The first thing I would do is connect with my students by sharing some of my educational experiences as it relates to the topic of discussion.
I find that once you make the connection with your students they are more apt to engage in a continuous dialogue because of their interest in the applied application. It is one thing to review textbooks for the academics of the process but it’s another to create a feeling of applied application.
The instructor should take the lead in the discussions by posting a thought provoking question to promote higher order thinking. The instructor should show their presence by also partaking in the discussion by individualizing their post / responses to the students. These actions will usually promote student engagement in the discussion threads
I think asking questions, and providing individualized answers is key. Also, I strive to ask all the students a follow up question, so they would not feel it is enough it respond in a sentence or two, and then repeat the process for another question.
I think students need to be coached to think and give more in depth answers.
Finally, I want to ensure the discussions are not only vertical, but also horizontal. I emphasize the fact students can learn a lot from the instructor, but also one another.
