Tim,
I provide a grading rubric and make comments to posts also, but I find, like you, that some students do not look at anything I post. They mainly answer the question and respond to the minimal number of classmates. It is difficult to get these type of students to participate on more than one day, except that the grading rubric takes off points for not participating on more than one day.
It is difficult to know how to get students to fully participate as most of them are taking online classes due to the convenience and minimal time they think they need to complete the course.
Frances
I find that I have various levels of participation from posting almost every day to posting the minimal main answer and a couple of responses to classmates. I try to encourage participation by responding to postings with some conversation about what was posted and questions about what I think the answer lacks. I reminder students in the chat session that it is to their benefit to go back to the DB on a regular basis and to be sure to answer my questions as it may give them an opportunity to add information that was lacking in the original. I remind them that their responses may give them a better grade for the assignment. I also try to remind students that the more postings by classmates they read, the more they will learn from the class. I remind students that the goal of the class is to know more about a particular subject when you leave the class than when you begin.
Throughout the week I post additional information that might interest students. For example, when we discussed using PowerPoint, I posted a link to a youtube video which was a humorous look at what not to do when creating effective presentations. I post the grading rubric to remind them of how the assignment will be graded. I respond go every student with some type of feedback.
Even with all I do, I still get those students who do the minimum work and never respond to any of my comments/questions.
Frances
Brandon,
Yes, this is a realistic viewpoint. One of the best tools for the instructor to get students engaged is to make a direct correlation between the student's contribution and the grade. Well stated.
Dr. S. David Vaillancourt
I kind of hate to say this, because we would like to believe all of our students are motivated by a burning desire to learn and self-develop personally/professionally... but, the simple truth is, MANY learners are motivated by one thing, completing the requirement - - i.e. getting the little "piece of paper" at the end.
Therefore, I'll refer back to one of my earlier posts regarding faculty expectations - - graded activities is key. A good instructor must have some means of creating a "contribution-content-value" connection for each student in a discussion environment... i.e. every student must clearly see the linkage between how much they contribute, the breadth/depth of content of their contribution, and it's value in terms of their grade in the course.
That said, even this won't be sufficient to encourage all learners to excel, many will continue to pursue only the minimum to complete the requirements. To the extent possible an instructor can/should pursue these students on an individual, personal interest basis... but, at the end of the day, it comes down to the learners own desire and motivation.
James,
Very good point. This is one place where the teacher's conviction to the accomplishment of the class objectivescan be made clear and have a tremendous effect on the class as a learning community. Thank you for this contribution.
Dr. S. David Vaillancourt
I guide the discussions, like by asking questions about their responses, and try to motivate the students to do research on the topics. Unfortunately to many of the discussions become (if you are not careful ) simply blogs where students just post their "opinions' on the topics.
Hala,
Yes, this is one fundamental component of the facilitator's role. Thank you for your contribution.
Dr. S. David Vaillancourt
My role is to keep the discussions fresh and relevant. By including contemporary examples we can encourage students to discuss current issues.
Deborah,
Very good. If it is working well, keep up the good work.
Dr. S. David Vaillancourt
I post a note in the Announcement section that I am enjoying reading their responses and have posted questions to each of their notes. I tell them that I look forward to their answers.
This has worked well for me. Students go back to the Discussion Forum and answer my follow up questions.
George,
Your recognition and inclusion of the multiple 'types' of student participation in the discussion boards is excellent, as well as the benefits you point out. Very nice. Thank you for sharing your expertise.
Dr. S. David Vaillancourt
I am an instructor who enjoys the discussion board. I enjoy reading and responding to the ideas of students. I like the way that they will tell each other if the point of the discussion might have been missed. I consider the discussion board as the “classroom,†with the advantage that it can be played and paused by reading and responding to students’ work anytime. The best way to keep students interested I have found is by showing interest. I like to ask students to dig a little deeper, or I might present an opposing point of view so that they come back. I have mentioned on another forum that the students are required to post at least three times in a week’s time, responding to other students as well as the posting of their own “essay.†Clearly the styles of learning can be seen among students in when and how they post (There are those who “piggyback†versus coming up with original ideas. They are the ones who get to post a response to my view.) I have also asked students what they think about the post of another student or a group of students if they are not actively responding to others’ posts or it is “Good post…..†There will be students that have some difficulty with language, grammar and what have you but the use of Word or another writing tool can simplify the process of the mechanics. (We also have labs for student if there is a significant issue.) With positive reinforcement via my response and those of other students, the writing does get better as confidence builds – another positive thing about the discussion board.
Gershom,
Your goal of drawing the students in an eliciting their participation to be more pervasive than your participation is exactly the right goal. Encouraging them for "more in-depth" feedback is also an excellent goal. Very good.
Dr. S. David Vaillancourt
John,
I agree and understand your position that the instructor should model the desired behavior. Additionally, there should be a balance of instructor postings so that the instructor is not posting more than anyone else in the form. This sometimes has the effect of squelching student participation with their colleagues and responding almost overwhelmingly to the instructor only.
Dr. S. David Vaillancourt
Stacy,
Thank you for sharing these good ideas. Please keep in mind that it is certainly appropriate to "target" students when you are sending praise in the public forum, but to correct only in private. Keep up the good work.
Dr. S. David Vaillancourt
Rubiela ,
Keep up the great work. Continue to implement multiple approaches as they seem appropriate. Also, remember you will probably not ever obtain 100% from any class with 10 or more students. Just keep trying new things and refining those things that work. Hang in there.
Dr. S. David Vaillancourt
tina,
Yes, there are many approaches. You should always follow the principle of "praise in public and correct in private" when instructing students in the online class. Sometimes just by praising those who do respond in public, you can encourage others to participate in the same way. Don't give up. ;-]
Dr. S. David Vaillancourt
My role is to be more of a facilitator during the discussion. Meaning, I don’t want to dominate the discussion, but draw my students in. Some strategies I like to use are asking open ended question or asking the students to provide examples. I also like to challenge my students so see if they can answers certain questions more in-depth. Lastly, I ensure that I provide positive feedback so the students will continue to engage in discussions.
Instructors need to post daily in the discussions. When students see how involved the instructor is in the discussion, it should result in their increased participation. The instructor can ask topic-related questions in the discussions and this also should lead to increased student involvement.
Oftentimes, I inform students ahead of time that I check the discussion areas daily and may ask them questions. In the first week, I may pay attention to posting patterns and try to "target" those who seem to disappear in the initial week during the following week. That way, they'll be more compelled to come into the discussion area and, at least, review what's going on. Generally, there will be something there they will want to respond to, even if I haven't "targeted" them.
