Shawn,
You touched on a great point. Some instructors use the rubric for grading only and don't share the specifics with students. Providing clear description of the expectations is perfect when coupled with the positive and negative modeling you describe. Great approach!
I go over DB assignments thoroughly. I cover the assignment objectives which the students are expected to take away and then I discuss each deliverable and explain how best to break out the content to match the rubric. On the individual responses to other students, I provide specific examples of what a good response looks like, which provides thought provoking dialog. Then I provide examples of what responses lack the level of engagement to meet the assignment expectations.
Dr. M,
Another excellent strategy. What are some of the parameters that you setup? Thanks.
One of the best strategies that seem to work for me is to articulate that part of the grade is a response to at least two other students.
I usually remind everyone of this during each DB assignment review. I also set up parameters for those students that tend to provide praise for another student’s DB topic but do nothing to engage the critical thinking aspect of the intended response.
I explain that I am looking for engagement and explain that providing praise as the only method of response is “my†job and to focus on the discussion thread. I articulate this in my syllabus, announcements and CHAT sessions so as to let everyone know of the expectation.
Dr. M
That is tremendous to respond to each posting from your students. I am sure it is encouraging and reaps the further participation you identify. Do you get a good participation rate from the students responding to each other's postings? Also, linking the feedback in their grading is a good follow up. Nice.
I have found that in many cases if I respond to each discussion in the discussion board it will encourage them to come back and participate further. If they do not and it is a constant I will provide this in their grading feedback.
I believe the best way to keep students engaged is to direct both positive responses and open ended questions to their discussion posts or responses. The open-ended questions “force†them to reply with more than a “yes/no†answer and promote additional thinking about the subject on their part.
Further, most online courses carry grade points for participation. Instructors need to be clear about this evaluation method from the start. Usually, there is a minimum standard (answering two other student’s discussion posts) set in the syllabus, and from there student earn additional participation points. Answering only two posts equates to a “C†grade. Answering more, increases the student’s participation grade for the week. It will not take active student long to realize their grade depends on the amount of engagement and participation they put forth.
Great approach. Spark the emotions with an adversarial position. Getting the students to dialogue gets them to think - a key objective.
Nice job.
I often ask questions in response to their posts to prompt the students to respond. I also play devil's advocate. It usually generates interesting and passionate responses. I find that many students often have a dialogue about a topic amongst themselves within the forum.
The 'personalized' Socratic approach is a traditionally sound strategy in face-2-face and online instruction. Your examples are great! The 'credit system' is sure to enhance the strategy. Nice job!
One of the ways I attempt to get a student to come back and re-engage is to follow up by typing their name, providing positive reinforcement, and asking them "Why?" or "How?" or "Could you provide me with an example?".
Another method is to attempt to link what a learner has said to another comment made by an earlier participant and say: "Excellent -- how do you think this relates to Sue's comment about 'x'"?
Finally, extra credit for elaboration and relation between posts, no credit for isolated statements which repeat what we already know or have covered.
It sounds like you are right on target. It's the old "...lead a horse to water..." story, but it sounds like your balance of facilitating student-to-student engagement and encouragement to participate tactics are very good. Keep up the great work!
