Actually, this is an easy one. First require (with a rubric) the student to post a substantive response to the question. Next require substantive reposes to two or more other posters and responses to two or more responses to the student’s original post. Typically, I require the initial response by day 3 of the course week and the other responses by closing of the assignment on the last day of the course week. I spell out in the rubric a minimum number of words required and encourage them to do extra. I tie the responses to the learning objectives and reward extra effort with extra credit when appropriate. Conversely, underperforming students get additional questions from me to answer by email with encouragement to put forth more effort in the course room.
This is a great challenge of mine as well. We are all involved and we are all trying and I am doing my best but sometimes it is also up to a student on how involved they want to be. I don’t think this is any different than a student to shows up to class on ground just to be in attendance and is not paying attention or doing anything other than being a present body. So, having said that, I am working really hard to increase their participation. I am in the discussion board several times per day. I personally comment on every single one of students posts and ask additional questions. I give them good feedback and thank them but also say “ this make me think of a different situation…. What are your thoughts?†or “ how about different approach to the same problem? What do you think the outcome would have been if you did it this way†. I also create “coffee shop†discussion boards where are encourage different types of communication to “wake up†all different learning styles. I will post articles for those who like to read them or related video clips for those who would rather watch a clip or listen to a song or something. Trying to see what gets them going.
Christina,
Your master approach, Socratic method, is one of the strongest methods in the online world to require a deeper level of participation on the part of the students. Well done. Thank you for sharing your insights.
Dr. S. David Vaillancourt
As an online instructor now, the way I encourage my student to participate or how I get them engaged in the discussion is by setting standards. I let them know that it has to be more than a couple of setences long, that its also part of their attandence. If I see that their response is short I shoot back questions to get them involved.
Ginny,
The "limited poster" is sometimes very difficult to address. Your questioning technique and follow-up are clearly that I've experienced online instructor. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Hi Dr. V,
Usually when I see a minimal post, I ask questions. At the start of the module or semester, the students are required to write a creative and fun biography. I respond to each student with questions relating to their post. Most of the time, the students will respond. As the class proceeds, when I run into a limited post, I ask questions about the assignment and the process of it. The student will usually answer my questions and I will post them. Even though the school policy on Discussion Board posting is clearly stated on the home page of the classroom, as soon as I run into a limited "poster", I also put an additional announcement on the home page about the requirements. I will then follow this with some examples of a great post, good post, fair post and a not so good post. Usually, this practice will catch the students that may have been too busy to explore the rules and guidelines of the classroom. :)
Thanks,
Ginny
Shana,
This is a very strong approach; to leverage each for the other. Much literature discusses "the best of both worlds" aspect of integrating the online with f2f and the resulting enhancement for both. It seems as though you are recognizing that 'leveraging' effect with the discussion boards. Do you see this enhancement effect in any other areas of either classroom? Thank you for your insights.
Dr. S. David Vaillancourt
I teach hybrid classes and have never taught a class that is completely online. I find that when I find students not responding to discussion boards, I also bring up their comments in class and provide some sort of validation. If I thought they were insightful and so forth.
Most of the time I think this works. The students enjoy receiving recognition for their ideas in front of other students and it also lets them know I am there for them online as well as in the classroom.
Leslie,
Encouraging participation by posing engaging questions is a very good approach. Then follow-up with individual, private advising can greatly strengthen the outreach. What would you say is the success rate of this approach for you? Thank you for your input.
Dr. S. David Vaillancourt
First, the instructor needs to be clear about discussion expectations. Then I think that the instructor needs to play a role in the discussions. I would pose questions directly to these students to encourage participation. If the student was still not participating more, I would e-mail the student to discuss this issue.
Earl,
Your perspective on your role of facilitator is very sound. This is one of the better descriptions of the 'guide on the side' which is so often mentioned. Thanks for your insights.
Dr. S. David Vaillancourt
I see my primary role as being the facilitator. Engaging students in discussing the main topic and encouraging them to respond to their peer's posts. I usually require a minimum number of posts per lesson but encourage them to go beyond the bare minimum to maximze their points.
I would use stratgies like getting them to expound on their posts in hopes of obtaining more indept thoughtful responses about the topic. I would identify quality posts and give praises in them to serve as a model for the class. I would also encourage personal stories and usage of current matters in the news to help make the discussion more relevant. Pictures and weblinks are encouraged as well.
Hello Tom,
I agree with you in principle, we certainly do not wish for students' participation in class to be overlooked in any way. Especially for those with sparse participation. However, when you indicated "…make sure you respond…all comments," there maybe appropriate times for the instructor to "sit out" and be the guide on the side. Of course, your point about "students who only submit once" is an excellent recommendation. Definitely a providing a mini-dialogue to learners of that nature for encouragement and confirmation is a solid approach.
Dr. S. David Vaillancourt
The first thing is to make sure you respond in some fashion to all comments. For those students who only submit once, I would note those students and on their next post ask a specific question they need to respond to. In fact, I might go out of my way to have a mini-dialogue with them about the post.
Patricia,
Evaluating discussion posts based on a mixture of quantitative (# of words) and qualitative (meaningful) criteria is a very good start. Adding to that appropriate modeling via your responses in addition to Socratic probing is a great approach for maximizing the students' participation and learning. Very good.
Dr. S. David Vaillancourt
Encouraging students to participate in a discussion is extremely important to an online learning course. Offering an incentive and providing specific guidelines is one way to encourage meaningful participation. For example, let students know they are not to use one or two word responses. You could also give a minimum number of words that should be in their answer. As the professor, your responses should be clear, concise and to the point. While offering feedback you can also continue to probe students and encourage them to rethink their responses and possibly use higher critical thinking skills in the process. This type of interaction is crucial and provides meaningful communication between students and the professor.
Yes, Edward.
I find exaclty the same difficulty with students' affinity for filling in the space with reiterations instead of a 'deeper dive' to provide a reflective comment with additional insights - even when the opportunity is easily available. The 'tag along questions' seem to have been my best success to date. Thanks for sharing your insights.
I have been in a facilitator role of the discussions. I start by outlining the items to coverr in the chat. I also explain that I am looking for quality input not self serving niceties. Some students will just reiterate what was interesting about another peers input without qualitative reflection. I push them to go deeper into reflection. I think I have gotten idea here where maybe I can generate some tag along questions in the discussion?
Yes I find the same experience. I think that when we are profit driven we forget what is important. If we focus on a quality product the profit will come.
Hi Louis,
I agree on all counts, but today's society seems to demand differently - at least in my experience. Do you find the same thing in your experience?
Dr. S. David Vaillancourt
