My role is to keep the topic of discussion on target while encouraging students to participant. The discussions also allow me to see the students understanding of the course material and provide feedback. My live lectures times are closely linked to the discussion due dates which allows me to review/praise students posts during the live lectures. Within the discussion board I like to summarize key points/topics which have been discussed in several students’ posts, this also allows me guide the topic if need be. I’ve found that sending a short e-mail simply stating “good job†or “your success is important to meâ€, encourages students participation. During my office hour I’ll IM students who are on-line to further engage them in the discussion board.
I also ask specific questions. I like to play games and have fun. Students enjoy this
Hi Joan, I have been working with my faculty and asking them to not give evaluative feedback in the discussion where everyone can see it. I have been working with them to provide prompts, asks for elaboration, encourage learners to take alternative perspectives, and provide comparisons of different points of views to name a few of the interactive strategies they can use to engage with learners in the discussions. Tina
I give my feedback in both areas. If it is something to build the student up I will state it in the DB area. However, if it is something they can work on I do this by email or in their grading feedback.
Joan
Hi Joan, do you give feedback to students privately or in the public forum? Tina
My role in the discussion will be to respond to each of the students as they post. I do this when I grade the responses. I explain the importance of their peers and what help they will be along the road to their degree.
The way that I encourage the students to participate is explaining to them the importance of exceeding expectations. Many students do only the requirements however when you explain if they exceed the requirements they will receive a better grade. I grade on the level of effort each students puts forth.
I also keep the discussion focused by providing the students the questions to answer. This way the discussion will not change and it will keep the learners attending and learning.
Hi Srabasti, these are good things to keep in mind. I recommend that you try to check your email every day. I also agree that it is important to set expectations for discussions as you have detailed. Our faculty post prompts, ask for clarification and elaborations, ask learners to consider alternative perspectives, and weaving techniques. Tina
Now, that I have started the online teaching, I am finding that to engage student participation, I should:
1. be available, at least, through email to answer any of their questions so that I develop a rapport with them and that helps them participate more.
2. I should become stricter with Discussion Board Policies - how many they should do; how often; late submission penalty, etc.
3. I should keep on submitting some questions on DB so that they learn from me; I should become their role-model.
Hi Sherrilyn, we try to incorporate expectations for when they respond to the initial discussion and the number of interactions. We also encourage our faculty to engage in a way that keeps the discussion going, so they may post prompts, ask for elaboration, weave common themes and keep the discussion focus, or ask learners for clarification and examples to name a few. Tina
I find this to happen quit a bit within my classes. We do not have the option of changing the requirments for the discussions so I often tell my students that it is ok to respond to more than the minimum number of required post.
I am currently thinking of adding my only response to the post and ask for each student to respond to my post. However, this might take away from students engaging with other student discussion post. Any thoughts?
I try to respond to one or two students and ask additional questions to generate more discussion. Or I try to ask a question to have students provide more information or to clarify their opinions - provide examples etc.
Hi Kendra, we have found that if you don't include specific requirements for interactions with other students, they will not interact. Tina
I liked the suggestions in this module on directing students to respond specifically to another student's post. I think that if two responses are similar or very different, this could help stimulate a healthy back and forth in the discussion forum. I also liked the suggestion to stay informal and attempt to relay emotions using smiley faces and abbreviations.
To engage students more, read their comments, give feedbacks and then ask some questions. At the very beginning of the semester, I would tell students that I expect that they answer any questions that I raise.
My role in the discussion will be to act as moderator. I am to make sure that post have some significance of accuracy. If not I am to provide resources for students to verify the information they are posting.
It is important that students understand they are making a significant contribution to the discussion but if they intend to become knowledgeable of the subject they must do research to back up their writings.
Hi Pamela, as you can see from my reply format, I specifically state who I am replying to. If you set this standard in your discussions, learners will know that the response is meant for them. Tina
This is common to only fulfill the required amount of postings to satisfy the Instructors' rulings.
I think that making a note of who is doing this and doing a follow-up by directly asking that person or persons a question should engage them in continued conversation (s). The problem is at this point, does that continued viewing of the Discussion Thread occur from that person or persons; for them to see that a question from the Instructor is directed specifically at them?
Hi Melissa, the faculty in the psychology program have been engaging students by helping them build their critical thinking skills. The faculty ask probling questions, take opposing positions to stretch their thinking, ask them to consider assumptions and implications, etc. It has been an effective way to engage learners in the discussion at higher levels. Tina
I am never the first person to post in a dicussion board. I try to let the students start the conversation and engage with each other before I chime in. I ask questions that require the students to think beyond merely the "I agree" or "Good post" level. I refer to the textbook chapters they should be reading and/or how the information relates to upcoming assignments.
Hi Esther, we have been using the Elder Paul Model of Critical Thinking which takes a different spin on this concept. It is more geared towards helping learners understand how to analyze ideas and make a decision on the value of information and also how to support their thoughts and ideas with strong arguments and evidence. Tina
