Managing Discussion Topics
All the discussion topics for subjects that l teach are done in the asynchronous mode. A requirement is that every student post to the discussion forum several responses relevant to the topic. Every student is given the opportunity to express their opinion both personally and academically and comment to each others posts. Do you feel this method is limiting to a avoidant learning style type of student.
I agree Amanda. It also allows learners to utlize more of their critical thinking skills to look at multiple perspective on issues and discover more meaning. Tina
Since asynchronous discussions allow students to view other students postings, it helps students to see other points of view. This can be even more benificial than an in class discussion since there will be more response.
But isn't this Instructor Domination in the threads? If the instructor responds to so many posts, how do the students get to interact with each other and keep the discussion going?
The more you teach a class, the easier it gets, I think. I have a MS Word file where I compile substantive responses to student posts, welcome Posts to get the week started, as well as summary/wrap up Posts to end the week, etc. Each time I teach the class and add quality posts to the discussion threads, I add to the MS Word file. This makes it less time consuming to facilitate a discussion thread. If a topic comes up in class, e.g. someone raises a point about gasoline prices going up due to increase in demand during summer months for example, I will go into my MS word file and fish out my question about Price Elasticity of demand for gasoline or spin the question around and ask what they think about taxing soda and junk food or raising taxes on cigarettes and the fact that cigarettes are inelastic. These are key concepts we learn during that week.
You are right, the discussion board is a great way to engage the learner as well as allow the learners to see the opinion of their peers.
I agree. It is helpful for the students to mingle in the discussion board - it's where they can gain an enormous amount of knowledge simply by seeing how other classmates may do something a little different than they do. It really helps them see that it isn't just about them and that their way may not be the only way to answer a question. I believe it's a very helpful method of teaching - but the student has to show some commitment to that learning style as well. Short answers such as - "Good answer" or "I agree" are not helpful in the learning process.
I agree that the asynchronous discussion is a way for students that might not be comfortable to speak up in class to participate. As you point out, because students have the opportunity to think of their response, they are more confident. Thanks for your comments!
I believe that the asynchronous mode of discussion forums would be beneficial to the avoidant learning style student. First of all, it is a requirement to post to the discussion boards (no possibility of avoiding there!) And I find that some of the avoidant learning style students are not really "avoiding"; they are shy or just not as quick to speak or respond as some of the more outgoing students. This system seems as if it would give them the time to process an answer and be able to respond to the topic.
Hi Crystal! Excellent question. If I am not able to understand a response posted by a student, I often ask a clarification question and encourage the student to provide an example. For minimal posts, I will privately correspond by email with the student advising them of the importance of the level of discussion and ask them to post again. I think we have to be clear in our course requirements what constitutes valid discussion and, as instructors, reserve the right to include that as part of a student's assessment. Hope this helps!
Thanks for your questions and forum participation.
Jay Hollowell
EL102 Facilitator
I agree with what you are saying Dee. My concern is that some folks respond to the discussion and have trouble staying on track with what is being discussed just as our module reviewed us on the various styles.
Also, have any of you had students to participate in the discussion topic and you were uncertain about what they were saying because their response did not seem to be relevant to the topic--in other words they may be responding just to respond so that they can get a grade. How did you all handle this situation?
Requiring students to post responses forces them not only to read and digest other's comments, but also to use critical and analytical thinking skills in order to come up with a meaningful contribution to the discussion.
My school requires the teachers to make so many responses a week to all students (one to each + a minimum of 15 more--so in most classes the students will get 2 or more). This is expected to help manage the classrooms by giving the teachers a continual presence (brief answers by us are not encouraged!).
Just trying it now--but it sounds like the teachers have to be as proactive as the students to make an online class work!
Quiana:
Agreed. Short answers ("I agree", "Way to go....", "I disagree") must not be reagrded as satisfactory participation.
Let's assume that peer evaluation is a requirement as participation in an Asynchronous Discussion forum. What measures can an Instructor take to promote student reasoning?
Satrohan
I would agree that it is the students responsibilty to ensure they are participating. It is difficult to gauge how a student is doing in the course without adequte representation of their knowledge. Simply stating that you don't agree with someone doesn't tell me the line of thought the student has. We are here to facilitate how to student reasons. If they are using the theories in the course to come to a logical conclusion.
Joel:
Your points are well-taken. Setting and managing expectations are important factors which influence the success of an online course.
Satrohan
I find your points interesting and very relevant
My collegues have expressed the same concerns ; they have taught both online courses and traditional on-the-ground courses. Several have commented on the time constraints.
I am quite literally new to the online forum and am. I am trying to be flexible with the course requirements as I want my students to maximize the benefits of online learning while being careful to manage effectively my workload
I have taken some very relevant points from these discussions regarding deadlines and managing feedback. Having realistic expectations for the course, instructor and the student i believe is the key to success in any course
Joel
Troy:
Many instructors with whom I have worked also expressed the same finding-----that teaching online can be more time consuming that teaching in an on-the-ground setting; even when students enter the course with the course pre-requisites.
Do you think that after teaching an online course for around three times, it will be less time consuming to teach it onwards?
Satrohan
Rodolfo:
I agree that students can be very demanding in terms of receiving timely and quality feedback. Let's focus on providing feedback alone. Is it easier to provide feedback in an on-the-grounds setting than in an online setting when we consider that our feedback must be constructive, supportive, and timely-----let's say within a 24 hour timeframe and with a class size of 20 students?
Satrohan
I have found it very time-consuming to teach online courses as opposed to on-ground teaching. I think those that haven't experienced online teaching are surprised when they first start teaching an online course. I try to prep them and explain that a great deal of time is spent "keeping them in class" as well as actually teaching the class. The situation may also have a lot to do with the level of students we are teaching. I'm not sure if others have the same issue or not...
