Hi Carla, I think this is a good strategy. In psychology we have some issues with learners giving too many details about their personal experiences relating to mental illness, so we have had to refocus them and encourage them to use evidence from the readings or experts in the field to support their ideas. Tina
I find that encouraging substantive participation can happen when I not only ask questions of the learners, but I also encourage them to incorporate some of their personal experiences.
I think feedback to students with specific requirements for deliverable length and references is a must.
Also, and emphasis on going beyond the minimum requirements should be discussed.
Lastly, some students do not know what consitutes critical thinking so a presentation
on critical thinking levels to include:
Knowledge
Comphrehension
Application
Analysis
Synthesis
Evaluation
is needed.
Hi Chet, I've experienced the same thing. In my feedback I let them know that I review their posts and will ask additional questions to help them expand their post to receive the most points possible but many learners won't bother to go back in and elaborate to improve their grade! Tina
One method that I use to engage those who tend to do the minimum is to ask questions of them in their responses.
Should they choose not to answer, I make mention of this in their grade and also send them an email to indicate that they need to respond to inquiries posted to them.
Lowering their grade normally does the trick and their participation improves for the balance of the term.
Hi Angela, our faculty utilize the Paul Elder critical thinking model to engage in the discussions, which focuses on the "Elements of Thought" and helping learners think critically as they engage in discussion topics. Tina
The role of the instructor is to act as the facilitator of the discussion, the moderator, and the regulator. I feel instructors should actively participate but not over-power the discussion. I like asking students additional questions throughout the discussion to keep the discussion flowing and on topic.
Hi Earle, we have also found that the more faculty are engaged in the discussions, the more active learners are! Faculty really play a key role in developing a robust discussion! Tina
I work to continuously encourage students to participate and I will tell them in live chats that it's okay to respond to more than the minimum number of chats. I also ask questions within the comments. Sometimes they are directed at the person who posted the statement and other times I will use them to try to get feedback from everyone.
I have also found that the more I am willing to participate the more willing the students are to participate. They will not do it on their own.
One way that I deal with this sort of behavior is to post clear expectations of discussion board postings at the beginning of the first DB for the course. Those DB expectations include guidelines for substantive contributions and responses to other students. I also make it clear that students are expected to make respond to several others' main contributions- at least two.
To keep the discussion moving, I post throughout the week. Those postings include some information about the topic, and then ask student's questions or ask them to comment.
Hi Marcus, those are great ideas! We have been working on implementing the elements of thought from the Elder & Paul Critical Thinking model in our discussions. We've aligned our grading rubric to the elements of thought and are helping our learners incorporate the elements of thought in their responses. We are also using their Intellectual Standards and asking learners to incorporate them into their responses to other learners. Tina
I feel that my role in discussions is going to be more of a guide rail and motivator. Since there are so many different ways of getting to the same goal, I feel keeping the students to a light structure and allowing them to demonstrate learned knowledge their own way is the approach I am going to take. The participation piece will be encouraged by providing positive feedback as well as keep a student on task in order to help focus discussions to get specific responses. The way I plan on keeping the students focused is by integrating “change of pace†activities, like poles, and activities and by asking “research†types of questions relating to the topics at hand. For example: How would you explain online learning to a friend? Or, by asking the student to speak to five people about how they feel about traditional vs. online and categorize the type of answers received. It would be a mini project, but easy enough that anyone could do it.
Hi Tim, do you worry that sharing too much in the discussions will lead learners to think about an issue the same way you do? Tina
First and foremost, setting the expectation of discussion postings and then holding the students accountable to meeting those standards is vitally important. But, another way to increase participation is to be a participant yourself. Ask questions, guide conversation, and share personal experiences. Also, you can give mini-assignments in the discussion boards - i.e. "go to page 544 and look up this concept and tell me how it relates to what you just posted," etc.
Hi Cindy, can you share some of the ways you challenge and stretch students? Tina
