Since many colleagues
are currently developing or revising their syllabi for the spring semester, it
seems apropos to suggest an active student learning strategy. Discussion board forums can be an effective
alternative to relying upon “pop
quizzes” to ensure students are reading course texts or
materials. Thoughtful strategies
to reduce the trend toward “aliteracy” will help improve
active student learning. While many
instructors find micro-blogging
or social media within the classroom either too extreme or
provides unintended consequences from allowing internet access during class
time, the use of discussion
boards is an alternative that can actually promote reading of course material by
requiring thoughtful, critical, written responses to divergent
questions related to the topical reading material. The tracking, monitoring, and grading features
incorporated into the Blackboard
or Moodle student learning platforms allow the instructor to work smarter rather than harder to promote student
success and active engagement.
Effective discussion board
forums provide the opportunity to promote higher
order thinking skills (HOTS) by requiring effective written discussion. Instructors setting up effective topics can empower
students to take ownership of their learning.
It is important to establish high expectations to avoid “textese” and optimize
learning:
- Require word processing before copying, pasting, and posting any response.
- Encourage students to include a related question for a peer or the instructor to subsequently discuss, which thereby builds engagement into the thread.
Presenting
clear discussion
board policies with established expectations for both students and the
instructor(s) promote success. Establishing
the expectations at the beginning of the semester and following through is key
to students’ respecting expectations. The
following models can provide helpful starting points;
Model 1:Students must post their initial response to the initial classroom
discussion question by Day X. A second
classroom discussion question must be posted by Day Y of each week. This model requires the active discussion to
be between each student and the instructor.
It does not promote active on-line engagement between students.
Model
2: Students must post
their initial response to the classroom discussion question by Day X of each
week. Each student must then respond to
at least two classmates’ initial response by Day Y of each week. This promotes active on-line engagement
between students and allows the instructor to monitor participations and
selectively respond.
Participation
Expectations: Participating in any
classroom discussion forum is essential to the learning experience. By participating in the (weekly) discussions
students and instructors share experiences, investigate complicated subject
matter, share expertise, and examine the content from new perspectives. An instructor should credit participation
based on the following:
- Initial posts of 75-100 words should follow a prescribed style/format (APA, 2010) and exhibit word processing before posting. The initial post should integrate course theories with a practical application of the subject. For example, the student should offer a personal observation or experience, or reference real-world examples, current events, or cite research conducted on the topic.
- Follow-up responses to classmates’ initial posts should be 40-60 words and:
- Promote interaction in classroom discussion by demonstrating deeper or broader thoughts about the topic
- Mitigates rephrasing what the textbook or another student already stated.
- Encourage further discussion and ongoing dialogue with other students in the class.
- Present communications that are professional and supportive, using a respectful tone.
- Exhibit proofreading and contain minimal errors in writing mechanics.
To summarize, discussion board questions should be topical, thereby
promoting analysis of the reading. Clear
expectations should require synthesis of thought in order to effectively respond. While a convergent question may draw the
student in, a divergent question is needed to promote HOTS and increase the
fidelity and thoroughness of the discussion/debate.
To
Cite:
Anderson,
C.J. (January 7, 2014) Use discussion
board forums to promote active student learning
[Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
[Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
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