Exploring Online Discussion in E-Learning1

Exploration of Online Discussion Mary Loftus

What are we going to look at?
MSc. in Software & Information Systems
The Student Experience
Effective Online Discussion
The Research Experience
Working with Facilitators to explore the Role of Feedback & Expectations
The Feedback Tool
Using the Literature to Develop a Model for Managing Discussion
The Role of Facilitator
The Role of Online Student
The Learning Model

The MSc. SIS Programme

MSc. Software & Information Systems
2-year fully online Masters programme
Co-created & co-delivered by IT department, NUI Galway and Regis University (USA)
MODEL = short, accelerated, 8-week modules
Continuous assessment: weekly assignments, discussion forum, final exam
Structured & Intensive

New programme: launched in 2004-05 (now in its 3 rd year)
Student recruitment and retention has been high
Mix of experienced and new on-line facilitators
Cross-cultural issues (Ireland & USA)

Core Modules
MCT611 - Computer Architecture and Operating Systems
MCT610 - Software Engineering
MCT612 - Application Programming
MCT613 - Database Architecture
MCT614 - Database Concepts
MCT615 - Database Administration
MCT616 - Oracle 9iAS Portal Server
MCT617 - Enterprise Portal Design & Development using XML
Elective Modules
MCT618 - Object Oriented Design
MCT619 - Object Oriented Programming
MCT621 - Artificial Intelligence
MCT622 - Real-Time Systems
MCT623 - Graphics Programming
MCT620 - Distributed Systems

MScSIS Weekly Cycle

Bloom’s Taxonomy

Very Powerful Learning Experience
Highly Participatory
Structured & Managed
Student Centred
Encourages Student-Student Interaction
Role of the Internet

When discussion was good it was very, very good!
Forced students to absorb course content
Facilitated sharing of experience
Perspectives from different students forced reconsideration
Encouraged students to test & explore course material
=> Much deeper learning than individual could expect working alone

When discussion wasn’t so good we only reached the first of these stages:
Forced students to absorb course content
Encouraged students to test & explore course material
Facilitated sharing of experience
Perspectives from different students forced reconsideration
=> Much deeper learning than individual could expect working alone
But… it didn’t always work

What would ensure that discussion would work better?
Feedback from the facilitator to each student?
Solution : Design a web based interface to help facilitators evaluate student contributions

The Research Experience: Working with Facilitators to explore the Role of Feedback & Expectations

Research Project
The research project examined feedback as a means to ensure quality discussion
Concentrated on Facilitator  Student feedback
Designed an online tool to facilitate this feedback process

Research Project Process
Began with an Online Discussion and a reversal of roles
Student became facilitator & Facilitators took the participant role

The Facilitator/Student Discussion
The Discussion resulted in both sides appreciating the lot of the other!
Researcher developed an appreciation for the student-centred learning model
Facilitators reflected upon and evaluated their assumptions and approaches
It also highlighted the potential for a mismatch in expectations between students and facilitators

Discussion – Student Expectations & Issues
Expectations
Expecting lectures
Expecting facilitator to provide ‘the answers’
Unsure of norms & expectations
Frustrations
Focused on the facilitator – rather than peers
Seeking reassurance & validation from the facilitator
Engaging with content rather than with other students

Expectations
These are adult learners – no lecturing
Encourage students to engage with each other
Support students to work together to find and evaluate knowledge
Assessment – how to assess discussion
Frustrations
Students dumping long posts - not responding to others
Lack of student-student interaction
Facilitators’ feedback seemingly ignored
Discussion – Facilitator Expectations & Issues

What did we learn?
Clarify Expectations!

The Feedback Tool

Built on MScSIS Discussion Rubric
Consistency of Participation
Content of Posts
Responsiveness
Multiplier:
x .5 for 1 post
x .8 for 2 posts
x 1 for 3 posts
* Rubric developed by MSc SIS Facilitator Team
2
5
3
_______
10
x .8 (for two posts)
Result: 8

To Develop The Feedback Tool
Enabled Facilitator to Analyse WebCT posts
& Immediately assign marks

Report generates ‘Discussion Score’
All marks are collated and an overall mark calculated

Will this Tool address the Issues?
The feeling at the end of this project was that no, creating dynamic discussion involves more than a simple feedback mechanism.
Such a tool will help clarify expectations and measure outcomes – but it is not enough to power the discussion dynamic
Also the analysis of separate student posts will not capture the subtleties of a complete discussion

Developing a Model for Online Discussion From the Literature

A Discussion Model
Feedback is important, but more is involved:
Need to Build a Learning Community (Salmon, Palloff & Pratt, Garrison & Anderson)
Clarify Values & Expectations (Brookfield & Preskill)
The following must be clear & explicit
Role of the Facilitator
Role of the Online Student
The Learning model (Garrison & Anderson)
Teach students how discussion should work

Role of Facilitator
Facilitate a collaborative learning environment:
Invite students to Learn from each other
Facilitate Social Interaction
Align Discussion with Learning Objectives & Assessment Requirements
Share & Discuss Assessment Rubric
Clarify Background & Objectives for each Discussion

Role of Facilitator
Model desired Discussion Approach – Open, Enquiring, Testing, Experimenting, Evaluating
Provide Structure & Encouragement to fan the flames of Discussion
Provide Feedback
Acknowledge & Reward Collaborative Effort
Summarise the Learning that Emerged from Discussion – and the Evaluate the Process – so Students will be able to Repeat it

Role of Online Student
How to Explain Discussion to Students
Apply ‘real life’ experience to topic
Break down the topic
Ask Questions
Explore & Try Things out
Listen to what other students say
Build on each other’s Contributions
Use a Team Approach
Finally Evaluate the topic and your Learning

The Learning Model
Student Centred
Driven by Student Interaction
Social Constructivism – knowledge is constructed collectively and developed as a result of a social interaction
Ideas should be tried out and tested
Explain This To Students!

Will this model work for you?
Perhaps!
But:
Every course will have different priorities
Every facilitator will have their own style
Every set of students will present different dynamics

Resources to help Develop your Model for Discussion

Brookfield & Preskill
Respect
Assume good intent
Invite students to discuss good discussion
Invite Student  Facilitator feedback Critical Incident Questionnaire
Promote Critical Thinking

Palloff & Pratt
Build a Learning Community
Promote a Collaborative approach to learning
The Group vs. the Individual
The process:
Set the stage
Model the process
Guide the process
Evaluate the process

Garrison & Anderson
Build a Community of Inquiry
Social Presence
Cognitive Presence
Teaching Presence

Salmon
5 Stage Model
Guide Students through:
Access & Motivation
Online Socialisation
Information Exchange
Knowledge Construction
Development

What would your model look like?

Summary
Expectations
Discussion Assessment
Model for Managing Online Discussion
The Role of Facilitator
The Role of Online Student
The Learning Model

List of references
Brookfield & Preskill, Stephen. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd Edition). San Francisco: Jossey-Bass.
Palloff & Pratt. (2004). Collaborating Online: Learning Together in Community . San Francisco: Jossey-Bass .
Garrison & Anderson. (2003) E-Learning in the 21st Century: A Framework for Research and Practice . RoutledgeFalmer
Salmon, Gilly. (2003). E-Moderating: The Key to Teaching and Learning Online (2nd Edition). UK: Taylor & Francis

Links to Papers
Black, Alison. (2005) The Use of Asynchronous Discussion: Creating a Text of Talk
Herring M, (2002) Using Discussion Boards to Integrate Technology into the College Classroom
Knowlton. Dave S., (2001) Promoting Durable Knowledge Construction through Online Discussion
Rovai , AP (2002) Building Sense of Community at a Distance

Exploring Online Discussion in E-Learning1

by mloftus on Jun 12, 2007

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