Ricardo,
Great idea. I also try to design my assignments and discussions in such a way that students can personalize all of the course content based on their goals and interests. That simple design element can mean the difference between motivated and interested students and unmotivated ones that don't care to submit quality work.
Herbert Brown III
Hello,
I would require discussion posts with a minimum of 3 different students throughout the duration of the course and make it a part of their grade or extra credit/make up homework. As a part of this requirement, I would also have them include a written briefing of the pros and cons of discussion participation......
Respectfully,
Tony Gonzales
My role in discussions is to try to encourage the student to "engage" in online learning. I want the student to participate. I will try to find ways to appeal to the different learning styles of the student. I also want them to be curious as to what the subject matter is, and what I will be discussing in class. I want to help make them excited to attend class and participate!
I would try to include students' career goals/ interest tied to each question or discussion. So, discussions are more organic; in that they start with and grow out of student interest.
James,
I use quizzes as check measures to ensure they are completing their prerequisite readings so they are prepared. I have noticed non-responsive students slowly drop off the roster. I usually notice that they start with not completing assignments, I give them encouragement and they put in minimal effort to get the work done. I try to encourage them and continue to communicate with them about any issues that are affecting their work. Sometimes no matter what I do I can't seem to help them.
Herbert Brown III
The role of the online instructor should be to encourage participation. The overall goals are to influence, persuade, inspire, and motivate students.
Several strategies may be employed which attempt to link any ungraded activities to some rewards. Try to link course materials and chapter readings to graded learning events like quizzes. It may help to refer to information in the E-book which may be a convenient source of background information. This will strengthen the learners confidence to extend participation in discussions. This will also help to keep the discussion focused as the students have some relevant knowledge of the topic being discussed.
The worst case scenario is when the learner tries to participate and does not have any basic knowledge of the topic. The instructor can intervene and provide guidance and support.
Have you ever noticed non-responsive students slowly dropping off the roster?
The rubric would be a place where the requirements for participation would be described. The minimum participation correspond to 80 out of 100 and it does require substantive posts. Also, using the 3-5-7 rule helps to keep the students engage throughout the week rather than having them post everything all at once in one day which generates an increase in non-participation for the rest of the week. Lastly, I do a follow up on the posts that do not have any follow up and students are required to respond to posts related to their initial posts.
I can't help but remark on the irony - that is my intention here. It all comes down to the reason for taking a course. Does a student want to or need to? Or is that student posting for activity so they can get a passing grade, or so that they can maintain their employment status?
I hope it is not out of line to point out the obvious. We have designed the environment for students to "go through the motions." That is our starting point, and instructors are tasked with fighting against the current.
And fight against the current I do...because the alternative is a deadly boring, death by a thousand cuts of mindless, empty comments exchanged over, and over, and over, and over...who can live that way?
As for myself, I am more interested in re imagining education entirely so we are not bound by the structural flaws that keep us all, as students, pretending to scratch our heads thoughtfully in response to questions that have been designed for us in order to helpfully lead us by the nose to "think for ourselves."
The most valuable thing about these CEE courses is that they remind us what it feels like to be a student, "playing the game." The value of a given experience is nuanced and dynamic. It can't be reduced to an activity trap.
I've run into this obstacle often - and it can be frustrating. A few strategies have helped:
1. Use open-end questions to get students involved
2. Use part of their reply as a spring-board for additional discussion; this not shows that you've read and are interested in the student's reply, but that you are expanding on their thinking and encouraging them to be more introspective.
3. Link their replies to real-life; this helps students see how what they are learning has application in the real world.
- JV
I have found that when I direct questions to students in response to their posting, it often prompts them to respond. It also lets them know I have read their response and am interested in learning more about their thoughts and ideas.
My role in discussion: I have no idea yet I will try my best to provide the students with the best interaction possible
How will you encourage substantive participation? I will research ways to engage my students I will attend webinars and reach out to other colleges for suggestions
What strategies will you use to extend learner’s thinking and keep the discussion focused on the intended outcomes?
Again all I can say at this starting point is I will be doing lots of research on innovative ways to stay engaged
My role in discussion: I have no idea yet I will try my best to provide the students with the best interaction possible
How will you encourage substantive participation?
I will research ways to engage my students I will attend webinars and reach out to other colleges for suggestions
What strategies will you use to extend learner’s thinking and keep the discussion focused on the intended outcomes?
Again all I can say at this starting point is I will be doing lots of research on innovative ways to stay engaged
Emily ,
Very well articulated. Thanks for your comments on this topic, I agree in many ways.
Herbert Brown III
This is one of the challenges I also have with some students and their discussion posts.
My strategy is to reply directly to the student with thought provoking questions aimed at stimulating a dialogue.
When all else fails, I remind the student about the expectations for discussion posts and the impact they have on the student's grade.
Hi Everyone,
One way to create a meaningful experience in the classroom is to promote human relationships. To build community, especially within a diverse classroom, I try to develop group cohesiveness. I conceptualize my classroom as an integrative learning community and encourage students to communicate “inside†as well as “outside†the classroom. To create a meaningful educational experience for my students I also use effective personalized teaching strategies that provoke critical thinking. I do this by asking the right questions at the right time! Students that can think critically will add intelligent responses to the context and overall environment with hopes that they will have the desire to pursue the topic further.
No, we have no way to track if students are using the learning activities or at least I don't as the instructor.
Penelope,
Others have mentioned that they do this as well but were concerned that the students were not using these additional resources. Do you have any way to track their use of these resources and whether they are using them or not?
Herbert Brown III
I post links to videos and links to great articles to tickle their appetites for more learning and discovery.
Agreed. When names are used it ads a human element to the cyber world that the class is in. This is also why I really enjoy the recorded chat sessions because it allows the students to get to know us as individuals.
I love this statement because I have felt this way at times. It can be frustrating that some students just want to post the minimum and then disengage from the course. I feel that my role will be to keep them engaged and talking about the topics that we are learning about. I will engage students by asking for votes on specific topics or polls. I will also ask them why they made the statement they did and ask for outside input from other students. To extend the thinking I will give socratic feedback to ask for their input based on my feedback; such as you are doing in this course.
