Hi Dave,
My role in the discussion is to be the leader and the facilitator. The leadership is in, not only posing the question, but directing the discussion so that the student learning outcomes may be met. The facilitation part is to monitor the discussion, making sure that rules are follow and getting all students involved in the discussion.
Encouraging substantive participation is done by setting and enforcing the guidelines of what is substantive. This should be done before the discussion forum begins. Individual or private feedback notes should be sent to those students who persist with "I agree" or that was a great post responses".
Probing or leading questions from the facilitator or instructor will help to get students into the habit of addressing all points of a question or elaborating on a general response. Your responsibility is to pose additional questions when the desired learning outcome has not been reached.
It is not an easy job being the leader of the discussion, you must have your pulse on the hearbeat of the discussion by daily participation. You do not take over the discussion by over participating, but you do lead by example by always projecting your presence.
CAROL,
Yoyr opening statement says it all. You provided very helpful recommendations for building the class community.
Dr. S. David Vaillancourt
Carol Sagers – Response
I believe that the role of the Instructor (during both Asynchronous and Synchronous discussions) is to FACILITATE LEARNING of the course content. The instructor must engage to ensure that the discussion is productive and effective. For all discussions, the Instructor should provide advance notice of the content that will be covered during the discussion and encourage students to come to the discussion prepared to cover that content (or bring their questions about that content, etc.). During the discussion, the Instructor needs to keep the conversation(s) on topic while allowing for some “relationship-building†conversation between participants.
In a live CLASS CHAT SESSION, it is important to leverage any technological tools that will assist in conveying course content and engaging all participants. For example, if the tools allow for the use of visual aids (such as a shared display window), then use PowerPoint slides to control and guide the discussion. If the tools allow you to RECORD & ARCHIVE the Chat Session so that students may review the session at other times (asynchronously), then the Instructor should keep the discussion focused on the subject matter with the expectation that MORE STUDENTS will review the Chat Archive than will participate in the LIVE CLASS CHAT SESSION.
If the discussion is taking place on a DISCUSSION BOARD asynchronously, then the Instructor needs to review the discussion content regularly and provide comments on the Discussion Board that are meant for all students to read and learn….these comments must be instructional and provide ENCOURAGING feedback for desired behavior. Additionally, to engage students, the Instructor should use emails to reach out to students with encouraging comments or constructive feedback. The emails should make specific reference to the ongoing discussion and provide specific directions, if necessary.
Stimulating student participation with thoughtful responses will help to elevate the effectiveness of the discussion and help to achieve the desired learning outcome. One strategy that I use in discussion is to ask that students include real life examples of the concepts. Then I use popular or contemporary real life examples and ask questions of students during the discussion. I ask “classmates†to respond to each other and to share their thoughts with each other. Students receive points for engaging with each other in asynchronous discussions.
Brian,
This is very appropriate, even exemplary, implementation of the DB. Thanks for sharing.
Dr. S. David Vaillancourt
I make sure that I am active on the DB the entire week, guiding the discussion, posing questions, and encouraging students to provide examples on what they see in their organizations that relate to the subject of the DB. I require that the students be active during the entire week and look for at least three posts. The posts have to have substance, no "I agree" or "Great comment" posts. For those that do not meet these criteria, their grades are adjusted accordingly and in line with the requirements detailed in the Course Expectations document.
Sandi: Yes, follow up questions are an excellent way to extend the dialog with students. Many times it is a catalyst for the student to expand their thinking. Hopefully, this will then inspire other students to join that thread of the discussion. If done right the follow up question will create another thought pattern regarding the topic.
Catherine: I share your approach using the Socratic method of asking questions. Many times the question hints at the right direction for the answer. Of course, my objective is to stimulate thinking and not give the answer.
Kenneth,
Asking for examples, especially from their personal experience, can make the class activity more 'real' to them. Good point. Thanks.
Dr. S. David Vaillancourt
This is a difficult challenge. I try to engage by giving feedback on their initial responses and then I try to ask leading questions that might interest the students based on their initial responses. I think it is all about finding an area or issue that really interests a particular student. I also ask for examples that would support the point they made in their initial post.
Robin ,
Timeliness of the feedback from the instructor can be a powerful motivator. Very good.
Dr. S. David Vaillancourt
I try to ask more questions or post scenarios for students to comment on. These are related to the topic but give the student a different perspective on an issue. If a student replies to one of my questions, I try to comment on their post as quickly as possible. This seems to engage them more and it helps to bring other students into the conversation.
Dale,
The probing questions are one of the best tools. Excellent approach.
Dr. S. David Vaillancourt
The strategy that seems to work best for me is to engage students personally within the discussion boards.
Once I have posted the initial discussion topic, I will ask a specific question to the group and ask them to reply with their opinion and/or research and explain their answer. Then when a few have responded, I will ask each student a question about their answer, engaging them further.
Many times this elicits responses from other students about each other's answers as well and really gets the conversation going.
Antoine,
Very good. Actual engagement in the discussion, as opposed to "posting for credit," can often begin in this fashion. Thank you for sharing your insight.
Dr. S. David Vaillancourt
I am glad to know that I am not the only one who's students avoid my questions/comments. I now state at the beginning of the first few discussion boards that any question I "highlite" is intended for the whole group. At least 1 or 2 students now try and answer my questions and - even if they are wrong -
I praise them for participating and tell them I appreciate engaging in a discussion with them. I hope this tactic causes others to try and answer.
Dr. Vaillancourt,
I like it when I can expand on the intial discussions and ask a question that relates to the course material and a current event. This often gets students to engage more in the forum. Also, I often post tips such as: Give feedback! If someone helps you by answering your post, try to add a follow-up response to their posting if you are not already doing so.
Frances,
This is the norm. There will always be some. However, there are almost certainly many who have been encourged to do more than they would have without you extra dedication. It is ofyen very difficult to tell who you have inspired. Keep up the great work.
Dr. S. David Vaillancourt
John,
I also use open ended questions when I respond to students. Some students reply with the essential information to my questions, other elaborate in good detail and some never respond t all.
I give a standard for responding to other students as it must be a minimum number of sentences should specifically address what they learned from the original posting, how they will or use add relevant other information about the topic.
Frances
Kevin,
Do you mean extra credit points? That's an interesting idea to give extra credit but the school where I teach does not allow extra credit points.
I also try to respond with something positive in their answer even if it is one of the worst answers ever! Then I ask them questions about what was missing from the original answer in hope that they will read and respond and thus get a better grade for the assignment.
Frances
Sandy,
I agree with you about the challenge of getting students to fully participate.
Even when I post additional information or other sources that I think would be of interest and benefit students, I have a number of students who never look at my additional postings. A lot of time I cannot even get a student to respond to a question about his/her answer when it would add quality to their original answer and help his/her grade. It's an issue that I try to address every class.
Frances
