Lisa,
I commend you on your approach to responding to other learners. However, how is your approach possible when you have 3 courserooms with 32 students in each class? Trying to respond with substansive and formative feedback would be difficult.
TD
I like to ask questions also. I also like to play devil's advocate and challenge the student's responses. I find it makes them think more.
While I certainly agree that replying individually to each student at least once a week is ideal, I don't think it's always practical.
One way that I've found to deal with this is to group responses into similar categories and then respond to them all at once. For example, I might write "John, Suzy, and Jim: I see that you all discussed the value of using correct grammar in workplace writing. Is there any writing situation in which grammar isn't important?"
By using all of their names but grouping their answers into one category, I can add a level of personalization that takes a little less time than answering each post.
It is not just critical thinking skills that we are trying to develop in the discussions. It is also the ability to present your ideas in a written format so that everyone understands what you are trying to argue. I agree that some classes are more conducive to demonstrating those critical thinking skills.
Thanks Paul.
Certainly this is the ideal-to Respondent to each and every student however, there are several factors that seemingly get in the way of responding to each and every student in any given week. I have noticed that many of my students wait to the last minute to submit their discussion boards. For those reasons, I do not have time to respond to their submissions. Instead, I have been resourceful in creating general commentaries on the discussion board to stimulate student thought. If students wish to respond to those discussion questions, they can. In addition, it levels the playing field. I wish my students would take the time to respond earlier, but unfortunately, that's not always the case. If the student does respond earlier in the week and I do have time to respond, and make every effort to provide the individualized attention.
I agree, Natalie. Interaction and communication is the key to success in an online course. In addition to the discussion forums, almost all of my classes require group work as well. I have been using peer review groups for composition courses and small group projects in higher level courses. Group projects are yet another way students stay engaged in the course.
Hi Michele: I teach writing courses and literature courses. The literature courses generate more in-depth discussions simply because they are critical thinking courses in nature. In my writing courses, the discussion forums are also essential, but I see what Rodney means when a course is not critical thinking in nature or when only one answer is correct. While the discussion forums are essential in every course, critical thinking courses simply lend themselves more readily to a successful and interesting discussion.
Yes, I also find that thanking a student for bringing the concern to my attention helps. I usually close with that thought, but I will try opening with it. I can see where that approach might be even more effective.
Hello Jack,
I agree with you that quick responses make the student feel that you are "watching out" for them and they can depend on you.
I sometimes get messages from students who have just received an unexpected grade and are somewhat irate. I find it always helps to start off by saying (and meaning it!): "Thank you for taking the time to write about your concern..." It transsforms the dialogue.
What has your experience been in such cases?
Rathin
Hello George,
I agree with you wholeheartedly that communicating throught every possible means and as frequently as possible is key to retention and success. I have used the methods you describe (although I have only one additional DB forum instead of the two you mention. I don't know the courses you teach but do you allow students to discuss the assignments themselves in the "Lounge" or is it restricted to concepts and examples? If the latter is the case how is it ensured that the assignment isn't discussed?
I also liked your "Wall" of announcements-do you see evidence of students visiting it frequently as a consequence? I tried using pithy quotes and even a "Smile a day" but must confess that the time commitment made it difficult to keep up.
Rathin
Critically thinking is an important skill that we teach our students and I agree that the discussion forum is a great way to help our students develop those skills.
You are right Jack--it is very important to answer student questions quickly. Being available to answer questions and address any concerns students might have will help ease their anxieties. Thanks for your response.
In a math problem, there is only one correct answer. These answers are what I sometimes refer to as "hard learning targets". As we introduce discussion questions, we begin to allow students to discuss opinions supported by critical thinking processes. These types of answers are often not right or wrong, but just the result of a different analysis of the data and information that we have available.
Can you tell me what you mean by "soft learning targets" Rodney?
I agree with Lisa. I feel that in an on-line environment that developing a strong rapport with students is necessary and that they feel that they are engaged with an instructor versus a faceless person. I make it point a point to reply quickly to questions and address each student personally.
Jack
Jack Huddleston, PhD
You are absolutely correct Natalie. Regardless of the type of instruction that is happening, student and instructor interaction is critical. Thanks for responding.
I teach science and math. I have similar concerns about the discussion boards providing soft learning targets, but I do see the value in the student-to-student interactions. These do encourage students to understand the approaches or logic used by others, resulting in a better overall knowledge of the subject. I also monitor the posts and steer the discussion where necessary. And, questions can be very useful in provoking deeper student thought on a specific topic.
Thank you very much for your detailed postings George. You have obviously put a great deal of time and work into teaching online and I appreciate your willingness to share your ideas with the class.
The one thing that I have noticed over the years is that whether it is on-line or traditional, there needs to be student/instructor interaction.
Most students when they first take an on-line course they think "All I need to do is the assignments and move on". There is so much more that needs to be put into it, instructors need to push the students to think a little and be more responsive.
