Inviting Increased Learner Engagement to Promote Critical Thinking During Asynchronous Discussion Board Forums

Increasing student engagement and promoting critical thinking in asynchronous discussion board (Db) forums, requires a blend of thoughtful instructional design, facilitation strategies, and clear expectations. This is especially true for asynchronous teacher preparation courses whereby Db forums have the potential to be professional development for developing crucial pedagogical skills.  Novice teachers and teacher candidates alike will benefit from being intentionally invited to practice asking questions that invite further learner engagement.

Discussion board (Db) 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. 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.

Respective of the post-COVID embrace for on-line graduate programs and higher education’s increasing shift toward asynchronous education, this month’s article will discuss key researchers and their relevant studies from the past five years. Research by Hewson and Eaton (2021), Farmer and Capshaw (2020). Moore and Veletsianos (2020), Costa (2020), as well as Carr-Chellman and Menchaca (2019) addressed refining best practices for engaging learners in asynchronous learning environments. 

Research-based practices result in strategies that can be effectual for developing discussion board (Db) forums that provide the opportunity to promote higher order thinking skills (HOTS).  Instructors setting up effective Db topics with rigor can empower students to take ownership of their learning and professional development. Educators are invited to consider the following strategies to utilize Discussion Board Forums to promote active student learning and collegial engagement:

• Design discussion prompts that are directly aligned with learning objectives, which encourages students to see the relevance of the discussions in relation to their future teaching practices.
• Encourage students to connect the discussion topics with real-world teaching scenarios, drawing on their own experiences or hypothetical situations. This bridges theory and practice, helping to deepen critical thinking.
• Develop prompts that require analysis, synthesis, or evaluation (higher levels of Bloom’s Taxonomy) rather than simple recall of facts. These might include case studies, controversial issues, or reflective scenarios in education.
• Encourage students to assume different roles, such as the teacher, parent, or administrator, to view the issue from different perspectives. This helps to foster empathy and critical reflection. 
• Start with more guided, lower-level questions that establish foundational knowledge, and gradually introduce more complex, open-ended questions that require students to critique, debate, or create new ideas.
• Explicate a structure where students must first respond to the instructor’s prompt, then reply to their peers in a way that builds upon or challenges ideas. 
• Schedule for active facilitation: Instructor presence is key in asynchronous discussions. The facilitator should model critical thinking in their responses, ask probing follow-up questions, and encourage deeper analysis or consideration of alternative perspectives. 
• Provide constructive feedback that acknowledges good contributions and suggests ways to deepen responses. This could include pointing out strong arguments, highlighting overlooked angles, or suggesting additional readings. 
• Assign students to moderate or lead discussions. When students take ownership of the discussion, they tend to engage more deeply, and it promotes a sense of responsibility for fostering critical dialogue.
• Encourage students to not only respond to the instructor but to engage in dialogue with peers by building on their ideas, challenging their assumptions, or asking for clarification. This promotes a collaborative learning environment.
• Design discussions that bring in diverse cultural, social, and theoretical perspectives related to teaching practices. This invites students to think critically about how different worldviews and experiences might impact teaching and learning.
• Encourage discussion responses around issues of equity, diversity, and inclusion in education. This can promote mindfulness (Costa, 2020) and help students reflect on broader societal implications and challenge their own assumptions.
• Be unafraid to allow students consider multiple points of view on an issue related to education. This helps to sharpen critical thinking by forcing students to support their arguments with evidence and reasoning.
• Allow students to engage with content and each other through different media such as video responses, infographics, concept maps, etc. (Cohn, 2021). This not only diversifies the discussion but can also help students express complex ideas in creative ways. 
• Expect students to support their arguments with research, making it a practice to reference course readings or additional scholarly sources. This helps to solidify evidence-based thinking. 
• Use rubrics that clearly define what constitutes quality participation, focusing on the depth of analysis, integration of course content, and the ability to engage meaningfully with peers. This can help set expectations for critical thinking.
• Set concrete expectations for the quantity and quality of posts.  A little structure is very liberating. 
• The participation criteria should identify the due date for initial responses and the minimum number of responses to peers or the instructor per week.
• Requirements for originality, research, and peer engagement are essential.  Ensure that quality is emphasized over quantity.
• Incorporate opportunities for self-reflection based on peer feedback, which promotes responsibility for one's own learning and increases critical thinking about both the content and the process of discussion (Carr-Chellman & Menchaca, 2019).
• Asking students to reflect on their own learning and how their thinking has evolved during the discussion promotes metacognition. 
• This could be done in the form of a wrap-up post that encourages students to synthesize the main points of the discussion

As an effective formative assessment approach, implementing these strategies during teacher preparation courses encourages self-regulated learners.  Hewson and Eaton (2021) suggest self-regulated students are more likely to engage deeply with asynchronous course content, think critically, and connect theory to practice, all of which is beneficial to an educator’s future professional practice.

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. Moore and Veletsianos (2020) explored the role of instructional design and learner interaction in fostering engagement in asynchronous environments. Their work explored how digital technologies can enhance engagement when instructors emphasize the importance of empathy, personalization, and support to reduce feelings of isolation during asynchronous learning.  Intentionally inviting processes for Db forum engagement can help balance ethe need for human connection and the desire for critical thinking.

Workload is certainly a factor for asynchronous, online learning.  Farmer and Capshaw ‘s (2020) researched cognitive load and scaffolding in asynchronous learning environments.  Course design helps students manage the amount of information they process. Considering this need, the following models can provide helpful starting points for establishing Discussion Board (Db) Forum expectation for scholarship and peer engagement:

Model 1: Students must post their initial response to the course module’s first discussion prompt by the second day of the class week.  A response to the course module’s second discussion prompt must be posted by day 4 of the course 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 course module’s first discussion prompt by the second day of the class week.  Each student must then respond to at least two classmates’ initial response.  The first response to a classmate should be the fourth day of the course week.  The second response to a classmate should be no later than the sixth day of the course week.  This model promotes active on-line engagement between students and allows the instructor to monitor participation and to selectively respond.

Establishing 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.

Discussion board questions should be topical, thereby promoting analysis of the course materials or relevant 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.  In this regard, including the expectation to ask a follow-up question in the responses to peers should be part of the Db forum’s grading criteria (rubric).  After all, the Db forum should be professional development: Teachers NEED to ask analytical questions.

 To Cite:

Anderson, C.J. (September 30, 2024) Inviting increased learner engagement to promote critical thinking during asynchronous discussion board forums. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Carr-Chellman, A. A., & Menchaca, M. (2019). "Facilitating critical reflection and engagement in asynchronous teacher preparation courses." International Journal of Educational Technology and Learning, 5(2), 45–58.

Cohn, J. (2021). Skim, Dive, Surface: Teaching Digital Reading in the College Classroom.

Costa, K. (2020). 100 Ways to Make Learning Awesome for Distance Learners.

Farmer, H., & Capshaw, T. K. (2020). "Cognitive load theory and learner engagement: Implications for asynchronous learning design." Online Learning Journal, 24(1), 15-35.

Hewson, K., & Eaton, S. E. (2021). "Self-regulated learning and asynchronous online learning: Insights and practical applications for educators." Journal of Distance Education.

Moore, S. L., & Veletsianos, G. (2020). "Learner experiences with personalized learning in asynchronous online courses: A case study." Journal of Online Learning Research, 6(1), 23–46.

Effectual Teaching Experience: Accentuating the positive and mitigating the negative (August, 2024).

 

Let’s define experiential wisdom as the knowledge and insights gained through years of experience.  Can we reach consensus that experiential wisdom can be both a strength and a limitation in the teaching profession? This wisdom often reinforces familiar practices and approaches, which can create a sense of comfort and reliability for both teachers and students. However, it may not always lead to the most effective or efficient outcomes.

Yes, experiential wisdom can reinforce the familiar. Experienced teachers often rely on tried-and-true methods that have worked well in the past. This can create a consistent learning environment, which can be reassuring for students and help maintain classroom management.  Over time, teachers develop a nuanced understanding of student behavior, learning styles, and classroom dynamics. This insight helps them anticipate and address issues, tailoring their approach based on past experiences.  Experience allows teachers to make quick, intuitive decisions in the classroom. They can often sense when a lesson is going off track or when students are disengaged, and they know how to course-correct based on past experiences.

However, there are potential limitations, especially in relation to resisting new methods.  Teachers with a wealth of experience may be less open to experimenting with new teaching methods or technologies that could be more effective or efficient. They might prefer to stick with what they know works, even if it’s not the best approach for a particular group of students or a changing educational landscape.  Experienced teachers might default to familiar techniques that have worked in the past, even if those techniques aren’t necessarily the most effective for all students. For example, a teacher might rely on lecture-based instruction because it’s comfortable, even though more interactive or student-centered approaches might yield better learning outcomes.

Arguably, the benefit of experiential strengths compared to limitations is grounded in the pursuit of the balance between efficiency and effectiveness. Experienced teachers might prioritize efficiency, which means getting through the curriculum quickly or managing classroom time well, over effectiveness, which might involve more time-consuming but impactful teaching practices like personalized feedback, project-based learning, or formative assessment approaches.

The educational landscape is constantly evolving, with new research, tools, and methods always emerging. Experienced teachers might find it challenging to adapt to these changes, especially if they feel confident in their established practices. This can lead to a gap between current research-based best practices and what is being implemented within the classroom.

To optimize the balance between effectiveness and efficiency, it's crucial for experienced teachers to remain lifelong learners.  This promotes open-mindedness towards integrating new methods with their wealth of experiential knowledge. Professional development, collaboration with younger colleagues, and a willingness to experiment can help balance the comfort of the familiar with the potential benefits of innovative practices. Remaining a lifelong learner is crucial for educators to stay current, effective, and engaged in their profession. The following nine strategies are effective for educators to foster continuous learning:

 ·         Engage in professional development. Attend workshops, seminars, and conferences to learn about the latest trends, tools, and research in education. These events often provide practical strategies that can be implemented in the classroom. Participate in online courses, webinars, or Massive Open Online Courses (MOOCs) on various educational topics. Platforms like Coursera and Khan Academy offer courses that can help educators stay updated with new teaching methods and technologies.

·         Join and participate in Professional Learning Communities (PLCs). A PLC within your school or district provides opportunities to collaborate with colleagues, share best practices, and discuss challenges and solutions. Join online forums, social media groups, or educational networks like Edutopia or LinkedIn. This allows collaboration with educators from around the world, thereby sharing resources, ideas, and experiences.

·         Dive into reflective practices.  Keep a reflective journal to document your teaching experiences, challenges, and insights. Reflecting upon your practice helps identify areas for improvement and reinforces effective learning. Regularly assess your teaching methods and student outcomes by using feedback from students, peer observations, and self-evaluations to identify your strengths and areas for growth.

·         Stay informed with educational research. Subscribe to educational journals, blogs, and magazines. Reading research articles, case studies, and expert opinions helps you stay informed about the latest developments in education. Exploring books and podcasts on education facilitated by authors and expert speakers often provide in-depth analysis and practical tips that can enhance your teaching practice.

·         Experiment with new teaching strategies. Try new teaching methods, such as flipped classrooms, project-based learning, or gamification. Experimentation can lead to discovering more effective ways to engage students. Explore and integrate new educational technologies in the classroom. Tools like learning management systems (LMS), educational apps, and virtual reality can enhance learning experiences.

·         Pursue advanced degrees or certifications. Consider pursuing an advanced degree, such as a Graduate Program or Doctorate in Education, to deepen your expertise in a specific area of interest. Seek to obtain certifications in specialized areas like ESL, special education, or instructional technology. These credentials can expand your skill set and open new career opportunities.

·         Participate in mentorship and peer collaboration.  Serve as a mentor to less experienced teachers or seek out a mentor for yourself. Mentorship provides opportunities for both giving and receiving knowledge, fostering mutual growth. Minimally. Actively collaborate with colleagues on joint projects or team teaching. Working together allows you to learn from each other’s strengths and approaches.

·         Attend and present at educational conferences. Regularly attend conferences to network with peers, learn from keynote speakers, and participate in hands-on workshops. Presenting your own research or educational strategies at conferences is a powerful way to operationalize your understanding (Slife, Wright, and Yanchar, 2016), gain feedback, and contribute to the broader educational community.

·         Stay curious and open-minded.  Maintain a curious, growth mindset. Willingly exhibit an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset. Be open to exploring new ideas, subjects, and disciplines outside of your usual focus. Cross-disciplinary knowledge can enrich your teaching. Engage with diverse cultures and perspectives. Understanding different cultural contexts can improve your ability to connect with students from various backgrounds.

Besides pursing life-long learning, educators need to maintain work-live balance and practice self-care. Practicing mindfulness, meditation, or other self-care techniques helps to manage stress and maintain a positive outlook. A balanced life supports effective learning and teaching. Prioritizing a healthy work-life balance is important to avoid burnout.  Lifelong learning is most effective when it’s sustainable over the long term. To summarize, lifelong learning, intentional invitations, mindfulness, and work-life balance benefits the educator and enhances the learning experiences of their students.

 

To Cite:

Anderson, C.J. (August 31, 2024) Effectual teaching experience: Accentuating the positive

and mitigating the negative. Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Brumby Holdings ISBN: 9780893343712, 0893343714

 

Slife, B. D., Wright, C. D., & Yanchar, S. C. (2016). Using operational definitions in research: A best-practices approach. Journal of Mind and Behavior, 37(2), 119–139.