Faster is not neccessarily better. Technology can and should do two thing make it easier for people to attend college and make it more affordable. I don't understand why college in a virtual world should be the same price as on ground.
Hi Louis,
Today's 'instant success' world does push the envelope for the educational community on many fronts. For many instructors and students the teaching and learning could be greatly enhanced by following your prescription. However, the political and business world is taking education in a different direction. With the pressure for faster and higher level acheivement (more and more 'efficient') postsecondary education - do you think online technology enhancements can move us in that direction?
Dr. S. David Vaillancourt
I agree as the students find the work of online course intense I feel teachers also find the amount of work burdensome. I often suggest that the online courses should be lengthened to 15 weeks not shortened to eight weeks. I think it would alleviate stress on both ends.
Louis,
That is a standard most instructors should be following most of the time. In my experience very few instructors adhere to this standard (a majority of the time) because of the effort and time constraints. Is that your experience?
Dr. S. David Vaillancourt
I usually do a couple things to increase student response one is to have a minumum response requirement that has them give their response and comment on two other students responses.
Also I try to end my response to a students post with another question thus furthering the conversation and sometimes taking it into a different direction.
Mark,
Very good. This method is used by many instructors, with positive results.
Dr. S. David Vaillancourt
I think one method is to ask follow up questions or opinions to the student after they have meet the minium requirement.
Christopher,
This is an excellent practice to enhance student engagement and expanded learning. Can you share a couple of the more interesting articles you have found?
and... THANK YOU for your contribution to this thread.
Dr. S. David Vaillancourt
One of the ways I keep the students engaged is to thank them for their comments and give them an article to read that relates to their last response. Then, I ask them for their opinion on the article.
Hi Cecelia,
Right on all counts. The facilitator role is an art that can continuously be refined with each touchpoint. Your ability to help the students power the discussion will continue to improve with the approach you described. Nice job - thanks for your contribution.
Responding to their posts with a question that prompts a thoughtful response might help get them in the mode of continuing the discussion.
My role in the discussions is to "keep it moving." If that means more hands on from me that's what I will do. Hopefully the students willmove the discussion forward by I must be engaged myself to make sure this happens.
Vincent,
Modeling the desired performance is one of the best (classic) instructional methods. Additionally, asking the questions that solicit additional input not only provides opportunity to enhance student engagement, but (as you stated) enhances learning for the students. Thanks for your insights.
I definitely agree with that, I let the students know specifically what I'm grading them on and provide them clear rubrics with a full point breakdown for the discussions. I find that to be the most effective way to get students to know the expectations in the class.
What I find to be important in discussions is to lead by example. If our responses as instructors are short and sparse, most likely the students will reply in the same manner as well. When responding to students, I generally play the role of a facilitator as well as an information provider depending on the level of the course. I will generally bring up other topics or try and relate some of the points that my students bring up with my own experience as well as other resources for the students.
In addition, I always try to incorporate the Socratic method when responding to others to allow other students to also get the opportunity to chime in or allow the students to dive deeper in a topic.
Jenson,
In many classes the students must respond to classmates' postings within a particular timeframe. Is there a limited number of threads going at any given time within the class so students aren't spread too thin?
In one of the classes I teach there is a discussion board that relates back to a prior discussion board meant to force the student into looking back at any follow up conversation. I like this since students can't simply post information and then move on without ever looking back to see if more comments were made after that initial post.
Gary,
Your observations about student critical thinking are echoed by many postsecondary instructors. I applaud your requirement for rationale to engage students at a deeper level than they make be accustomed. How do you handle pushback from the students, if you receive it? Thank you for your contribution.
I have found that with many of the students I re3ceive, they have lost (or at least repressed) their critical thinking abilities. For the last few years of their schooling, they have learned how to simply regurgitate learned responses, not how to think for themselves. This has been their norm and is now what they expect.
I feel a need to change that, I require a rationale from them, I need a reason for giving a particular answer to a problem. from my classes they learn that it is not enough just to have or know the correct answer, they must also know why it is correct and why some other proposed alternatives are not as good.
Mohan,
Excellent point. Time limits are one important component of setting clear expectations. When students know exectly what to do, and when, it is often very helpful to them as they battle the procrastination temptation.
Hi Dr. Vaillancourt
I agree.
I am teaching online for the last six years. From my experience I learned that facilitator should give feedback for every participant. For each DB, list all the correct answers or ideas provided by the participant first and appreciate for their effort. And, then list all incorrect parts and explain" why it got wrong" or missing parts the DB. Don't provide any direct answers. Encourage other participants to provide the clues or the facilitator can provide it. Most important thing is to set a time limit to make the corrections. Make it as a policy that each participant must respond at least two posts posted by their peers (say from Thursday to Sunday, if Sunday is the due date). It will work.
