Herbert I would have to agree with you in that students/participants only post the minimum and expect to receive full points. In my classes during the first week of the course I give feedback informing them of what full points will be awarded to and I explain that doing the minimum will not meet my level of quality expectation.
I would stress the importance of details in their posts and responses and most of all answering the "whys". I would also show examples of ideal posts and responses and make sure the students thoroughly understand before they begin posting and participating in discussions that I am looking for details. I may respond with that question- " Can you tell us WHY do you feel that way? ,etc.
To get the students 'talking' I ask more questions. A number of times, I ask the student to explain a state in more detail especially if the student made a flat one-liner. I find that the more questions students ask, the better I am at engaging.
Some learners do not understand how learning occurs online. It is essential that the online teacher explains how to get the maximum value from an online course and to let students know that their commitment is important to their student success for their professional career.
In order for students to extend the dialogue about a topic, it is important for the teacher to take notice of students who are performing marginally or minimally. For example, I have had a number of students who begin a course with minimal performance, but I reach out to those students individually and explain why their responses cannot earn full credit and what they must do to enhance the depth and breadth of the online discussions.
When a student makes a minimal post to an online discussion, I will go back and respond to that student with three additional questions that will compel him or her to examine the discussion topic in greater depth. In this way, the student has a guide or roadmap how to extend the discussions.
An online teacher must use techniques to extend and probe a discussion to facilitate learning. For example, if a student makes a great comment, I will respond to it and acknowledge how it has enhanced the learning process in the class. However, I will also ask other students to respond to each others comments by specifically requesting they do this.
Daniel ,
It certainly sounds like you are trying with a lot of different effective methods to reach all of them! I also have the later students at times in my course, and I still try my best to reach them at a deeper level, but it doesn't always work as their primary motivation is that final piece of paper.
Herbert Brown III
Daniel ,
It certainly sounds like you are trying with a lot of different effective methods to reach all of them! I also have the later students at times in my course, and I still try my best to reach them at a deeper level, but it doesn't always work as their primary motivation is that final piece of paper.
Herbert Brown III
I have experienced periodically the same scenario described above. I experiment with a small bag of tricks, so to speak. I provide links to related sites that might interest the learner, including more offbeat places in Criminal Justice. I cross reference one set of responses with those of several others and ask them to respond to one another. Sometimes I trot out a personal anecdote that has some exotic appeal; actually those items work fairly well. I guess that is a benefit of longevity in the discipline? Often, however, I find that some students want nothing more from an online class than the bare bones and a passing grade. For them, I have not been very successful in igniting their enthusiasm for learning. Thanks.
DanCampagna
Aaron,
Discussions that are focused on real world ideas and application with specific examples are a sure way to motivate and engage your learners in the discussion process.
Herbert Brown III
My role in the discussion is that from a professional in the industry stand point. Discussions based on real world experiences in the specific industry in which the learner is preparing for that I have professional experience in.
Faculty's role is the lead and ensure the discussion continues. I like to change up my questions to keep the student engaged.
I use several strategies in the discussion boards. I will point out good analysis in responses and provide additional sources and views that may be involved in the topic. Asking additional questions is always a good way to get the student to come back, if they look at the discussion board after thei minimum number responses are done. If they do not I can point out during grading that the other students would benefit from their added input later in the week.
The best way to keep students engaged in discussion is to reply
to their posts by posing follow-up questions. I teach Sociology classes and our discussion typically allow students to use personal experiences as examples in discussion. This helps keep people engaged in discussion.
My role is to facilitate quality, substantive discussion. I can do this by setting a good example in my posts, encouraging further discussion by asking questions, and replying to as many posts as possible, so each student feels they have been heard and their posts appreciated.
I find when I ask related questions to the topic to individual students keep them engaged longer in the discussion forum. An example would be to ask why they feel the way they do about the topic or to ask if they had an experience they would like to share related to the topic.
As the online instructor, it is my role to facilitate the discussions by providing feedback to the group as well as addressing individuals. By providing both synchronous and asynchronous discussions participation can be varied and the different learning styles of the students can be addressed.
Sometimes, I put in my own feelings on the subject and offer possible suggestions. This might stimulate the learners to start thinking and to approach the question in a way in which they had not thought of previously. I will also pose additional questions, especially as a reply to students who have already posted.
I like Tina's concept of using each student's name. It not only gives the respondent a reference point, but it also puts in the personal touch, which I found encourages further discussion. The asking of questions at the end also helps-sometimes.
For example, if I have 35 students in a class, I might get 18 to respond on time to the topic (Wednesday is the first deadline), about 5 more respond by the final day of the weekly session (Sunday), 7 will ask for extensions because of some excuse (I do not question these excuses because I do not know the student - they can provide doctor’s notes or whatever is normal for a business, but when I go to verify the excuse, the writer [or designated person] will not provide me the information), and the balance will not even make an attempt. Basically, ¾ of the first 18 will participate beyond the minimum when I provide a response before the weekend, and the other ¼ might respond or not - question or no question. Many of the first ¾ will respond to other students’ replies before I respond or even after I respond.
What I found to be the most effective way to motivate the first ¾ is to respond within 1 day of the student’s initial posting. Then the student knows that I am there and do care about their response. I also give examples from my work experience that parallels their response. I worked (not really work because it was so much fun) setting up companies and divisions all over the world for 25 years before I went into teaching. I can always recall some experience about whatever the student replies.
For the last 12 students that ask for extensions or do not respond at all, I give an extension if I am allowed to (I must obtain approval before I can) and for the rest I send one, and only one, email as a reminder each week. I have found any more than one reminder is a literal waste of time. They either care or they do not care. Some respond and others I never hear from until the last week of the term (I normally teach online 11 week and 5 week terms) or I never hear from them.
I think the role is to facilitate the discussion; to guide the discussion towards achieving the learning objective. It's also important to make the discussion interesting and relevant. For instance, incorporating your professional experiences, introducing related topics, integrating topics from previous discussions, and introducing new resources.
Instructors should be active participants on the discussion boards (and live chats). One way to encourage student particpation is to ask open ended questions or provide links or share relavant research the may pique the student(s) interest.
Some of the strategies that will be employed will include:
Asking questins related to thier post to draw out additional information on the subject
Posting additional bridge questions that will entice additional thought provoking posts that do not need to be researched.
I will be sure to ask socratic questions in my discussions which will make the students think. I will also require a word minimum and require that students respond to one another. They seem to really get a lot out of bouncing ideas off of one another.
