Use Discussion Board Forums to Promote Active Student Learning

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/

 

The Myth of Multi-Tasking Adversely Impacts the Pursuit of Professional Competency

In today’s culture, a student may have an essay on the computer screen, the smartphone with social media blinking within eyesight, either the television or music blasting, and friends nearby.  All these things are vying for the student’s attention.  Incorrectly believing this scenario exhibits proficiency in multi-tasking, students ignore the psychological and cognitive drain resulting from the barrage upon their senses.  While white noise can be comforting, the choice of background static can place an overload upon cognition (Reason, 2010).   

Everyone possesses the mental capacity to carry on an academic task while subtly monitoring the environment for other relevant input.  This is known as the cocktail effect (Bronkhorst, 2000; Cherry, 1953).  The danger of the myth of multi-tasking is when the academic task receives too little respect, which then increases the likelihood of noticing other influences (Brungart & Simpson, 2007).  Since every student possesses only a limited number of focal points that can be attended at a given time (Barra, Bray, Sahni, Golding, & Gresty, 2006) mental overload increases whenever the immediate environment includes competing stimuli. 

Humans are social beings.  Therefore, family, friends, and faith are three potent, consuming focal points (Reason, 2010).  Whenever these focal points enter an environment requiring academic learning, recall, or synthesizing of knowledge, then family, friends, and faith focal points would completely win out or result in rapid mental overload.  Acknowledging principles of motivation, effective students mitigate the myth of multi-tasking by recognizing continually monitored focal points in their work lives depends on established and supported values. 

The effective student optimizes the learning environment by reducing family, friends, and faith focal points when accessing structured learning opportunities that may, by contrast, be less interesting, relevant, or motivating.  Strategies in this endeavor mitigate learning overload.  Learning overload, exacerbated by giving into the myth of multi-tasking prevents students from realizing progress and achieving stated goals (Reason, 2010).  Citing Kennedy (2006) and Franklin (2005), Reason (2010) further notes, “We can’t alter the brain to hold more information, but we can change our approach to learning in ways that reduce overwhelm and prepare us to deal with institutional challenges more effectively” (p. 99). 

In any learning situation, the student’s reticular activating system (RAS) impacts his or her attention and motivation.  Therefore, the RAS affects how efficiently students achieve academic success.  The effective student recognizes the need to “clearly identify the learning focal points that matter” (Reason, 2010, p. 100) as a way to mitigate stimuli that overwhelms one’s perception and attention to curriculum focal points. 

There are characteristics exhibited by successful compared to unsuccessful students.  Successful students exhibit a combination of successful attitudes and behaviors as well as intellectual capacity.  As cited by Cameron, Ludewig (1992) identified ten key characteristics:

1)     Successful students get involved in their studies, accept responsibility for their own education, and are active participants in it!
2)     Successful students have legitimate goals and are motivated by what the goals represent in terms of career aspirations and life's desires.  When you are not setting effective goals then everything can and will distract you! 
3)     Successful students ask questions to provide the quickest route between ignorance and knowledge. 
4)     Successful student learns that a student and teacher make a team.  Be a team player!
5)     Successful students minimize classroom distractions that interfere with learning. Students want the best seat available for their entertainment dollars, but willingly seek the worst seat for their educational dollars. Students who sit in the back cannot possibly be an effective teammate.
6)     Successful students take understandable and organized notes.  Then they review these effective notes often.
7)     Successful students know their personal behavior affect their feelings and emotions, which in turn can affect learning.  If you act in a certain way that normally produces particular feelings, you will begin to experience those feelings.  Act like you're bored, and you'll become bored.  Act like you're disinterested, and you'll become disinterested.  So the next time you have trouble concentrating in the classroom, "act" like an interested person: lean forward, place your feet flat on the floor, maintain eye contact with the instructor, nod occasionally, take notes, and ask questions.  Not only will you benefit directly from your actions, your classmates and teacher may also get more excited and enthusiastic.
8)     Successful students get to know something well enough that they can put it into words-either verbally or in writing.  Transferring ideas into words provides the most direct path for moving knowledge from short-term to long-term memory.  You really don't "know" material until you can put it into words or action.
9)     Successful students know that divided periods of study are more effective than cram sessions, and they practice this reality.  Distributed study is better than massed, late-night, last-ditch efforts known as cramming.
10) Successful students are good time managers.  They avoid procrastination. They have learned that time control is life control and have consciously chosen to be in control of their life.  An elemental truth: you will either control time or be controlled by it!

If, as Vygotsky (1979) suggested, the most important thing a culture passes on to its members are psychological tools, then mitigating potential damage caused by the myth of multi-tasking would indeed be a great tool to teach!  In the FAT City Workshop, Lavoie (1989) advocates for mitigation of frustration, anxiety, and tension (FAT) within learning environments.  By learning to mitigate the myth of multitasking, prospective and in-service teachers can then more effectively model for students how to eliminate FAT in academics and thereby optimize a learning environment approaching nirvana (LEAN).

To cite:

Anderson, C.J. (September 7, 2013) The myth of multi-tasking adversely impacts the pursuit
            of professional competency.  [Web log post]  Retrieved from http://www.ucan-cja.blogspot.com/

References:
Cameron, N. E. (n.d.). Successful students. University of Manitoba.  Retrieved from: 

               http://www.umanitoba.ca/faculties/arts/economics/cameron/success.html

Lavoie, R. (1989) How difficult can this be? F.A.T. City--A learning disabilities workshop DVD

               Retrieved from http://www.youtube.com/watch?v=zhzh9kt8z7c

Ludewig, L.M., (1992) Ten Commandments for Effective Study Skills. The Teaching Professor.

               December

Nass, C (May 10, 2013) The myth of multitasking.  NPR interview. Retrieved from:

http://www.npr.org/2013/05/10/182861382/the-myth-of-multitasking

Reason, C. (2010). Leading a learning organization: The science of working with others.

               Bloomington, IN: Solution Tree Press.

Taylor, J. (March 30, 2011) Technology: Myth of multitasking.  Retrieved from
              http://www.psychologytoday.com/blog/the-power-prime/201103/technology-myth-multitasking

Tudge, J., & Scrimsher, S. (2003). Lev S. Vygotsky on education: A cultural-historical,

               interpersonal, and individual approach to development. In B. J. Zimmerman &

D. H. Schunk (Eds.), Educational psychology: A century of contributions

(pp. 207–228) Mahwah, NJ: Erlbaum.

 

 

How Can You Become A Successful Student?

What makes an effective student? Are there characteristics exhibited by successful compared to unsuccessful students? YES! Successful students exhibit a combination of successful attitudes and behaviors as well as intellectual capacity. Ludewig (1992) identified ten key characteristics:
1) Successful students are responsible and active. Successful students get involved in their studies, accept responsibility for their own education, and are active participants in it! Responsibility means control. It's the difference between leading and being led. Successful students recognize their own efforts control their grade, so they earn the glory or deserve the blame, and as a result they make right choices. Successful students recognize their active classroom participation improves grades without increasing study time. Think it through: you can sit there, act bored, daydream, or sleep. By contrast, you can actively listen, think, question, and take notes like someone in charge of his or her learning experience. Either option costs one class period. However, the former method will require a large degree of additional work outside of class to achieve the same degree of learning the latter provides during the class period. A successful student recognizes the choice is his or hers. 2) A successful student has educational goals. As a result the successful student has legitimate goals and is motivated by what the goals represent in terms of career aspirations and life's desires. Ask yourself these questions: What am I doing here? Why have I chosen to be sitting here now? Is there some better place I could be? What does my presence here mean to me? Answers to these questions represent your "Hot Buttons" and are, without a doubt, the most important factors in your success as a student. If your educational goals are truly yours, rather than someone else's, then your goals will motivate your vital and positive academic attitude. If you are familiar with what these hot buttons represent and refer to them often, especially when you tire of being a student, then nothing can stop you. If you aren't setting effective goals then everything can and will distract you! 3) A successful student asks questions. Successful students ask questions to provide the quickest route between ignorance and knowledge. In addition to securing knowledge he or she is a seeker. Asking questions has at least two other extremely important benefits. The process helps you pay attention to your instructor and helps the instructor pay attention to you! Think about it. If you want something, go after it. Get the answer now, or fail a question later. There are no foolish questions, only foolish silence. It's your choice. 4) A successful student learns that a student and teacher make a team. Most instructors want exactly what you want: they would like for you to learn the material in their respective classes and earn a good grade. Successful students reflect well on the efforts of any teacher; if you have learned your material, the instructor takes some justifiable pride in teaching. Join forces with your instructor, he or she is not an enemy, you share the same interests, the same goals - in short, you're teammates. Get to know your professor. You're the most valuable players on the same team. Your jobs are to work together for mutual success. Neither wishes to chalk up a losing season. Be a team player! 5) A successful student doesn't sit in the back. Successful students minimize classroom distractions that interfere with learning. Students want the best seat available for their entertainment dollars, but willingly seek the worst seat for their educational dollars. Students who sit in the back cannot possibly be an effective teammate. Why expose yourself to the temptations of inactive classroom experiences and distractions of all the people between you and your instructor? Of course, instructors know students chose the back of the classroom because they seek invisibility or anonymity, both of which are antithetical to efficient and effective learning. If you are trying not to be part of the class, why, then, are you wasting your time? Push your hot buttons, is their something else you should be doing with your time? 6) A successful student takes good notes. Successful students take notes that are understandable and organized, and review them often. Why put something into your notes you don't understand? Ask the questions now that are necessary to make your notes meaningful at some later time. A short review of your notes while the material is still fresh helps you learn more. The more you learn now, the less you'll have to learn later and the less time it will take because you won't have to include time for deciphering notes. The whole purpose of taking notes is to use them, and use them often. The more you use them, the more they improve. 7) A successful student understands that actions affect learning. Successful students know their personal behavior affect their feelings and emotions which in turn can affect learning. If you act in a certain way that normally produces particular feelings, you will begin to experience those feelings. Act like you're bored, and you'll become bored. Act like you're disinterested, and you'll become disinterested. So the next time you have trouble concentrating in the classroom, "act" like an interested person: lean forward, place your feet flat on the floor, maintain eye contact with the instructor, nod occasionally, take notes, and ask questions. Not only will you benefit directly from your actions, your classmates and teacher may also get more excited and enthusiastic. 8) A successful student talks about what he or she is learning. Successful students get to know something well enough that they can put it into words. Talking about something, with friends or classmates, is not only good for checking whether or not you know something, it’s a proven learning tool. Transferring ideas into words provides the most direct path for moving knowledge from short-term to long-term memory. You really don't "know" material until you can put it into words or action. So, next time you study, don't do it silently. Talk about notes, problems, readings, etc. with friends, recite to a chair, organize a study group, pretend you're teaching your peers. "Talk-learning" produces a whole host of memory traces that result in more learning. 9) A successful student doesn't cram for exams. Successful students know that divided periods of study are more effective than cram sessions, and they practice it. If there is one thing that study skills specialists agree on, it is that distributed study is better than massed, late-night, last-ditch efforts known as cramming. You'll learn more, remember more, and earn a higher grade by studying in four, one hour-a-night sessions for Friday's exam than studying for four hours straight on Thursday night. Short, concentrated preparatory efforts are more efficient and rewarding than wasteful, inattentive, last moment marathons. Yet, so many students fail to learn this lesson and end up repeating it over and over again until it becomes a wasteful habit. Remember Einstein's definition of insanity? 10) A successful student is also a good time manager. Successful students do not procrastinate. They have learned that time control is life control and have consciously chosen to be in control of their life. An elemental truth: you will either control time or be controlled by it! It's your choice: you can lead or be led, establish control or relinquish control, steer your own course or follow others. Failure to take control of your own time is probably the single greatest study skills problem for students. It ultimately causes many students to become non-students! Procrastinators are good excuse-makers. Don't make academics harder on yourself than it has to be. Stop procrastinating. Don't wait until tomorrow to become a successful student! References: Cameron, N. E. (n.d.). Successful students. University of Manitoba. http://www.umanitoba.ca/faculties/arts/economics/cameron/success.html Ludewig, L.M., (1992) Ten Commandments for Effective Study Skills. The Teaching Professor. December