Transitioning your course to online<br />Creating effective Discussion Boards<br />
“The quality and quantity of interaction between faculty and students and among students constitutes a significant compone...
How do we effectivelysimulate this online?<br />
Focus on a component of online teaching and learning<br />which encourages and supports interaction:<br />Discussion Board...
If you build it, will they come?<br />
Not necessarily.Productive discussion boards must be planned.<br />
Best Practices<br /><ul><li>Structure discussions
Require students to participate
Grade students efforts
Engage students</li></li></ul><li>Structuring Discussions<br />Create topic questions that provide  a sound base from whic...
Require Participation<br /><ul><li>Make it a graded portion of the course
Offer: scope, approach, tone, length and deadlines* for each post. </li></ul>*on-time participation is crucial to establis...
Designate a student-moderated forum such as a Cybercafe.</li></li></ul><li>Grading: Using a Rubric<br />1<br />2<br />3<br...
Include grading criteria in each topic:<br />
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Discussion boards

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Discussion boards

  1. 1.
  2. 2. Transitioning your course to online<br />Creating effective Discussion Boards<br />
  3. 3. “The quality and quantity of interaction between faculty and students and among students constitutes a significant component in the definition of quality for any course whether online or face-to-face.”Allen & Seaman (2003)<br />
  4. 4. How do we effectivelysimulate this online?<br />
  5. 5. Focus on a component of online teaching and learning<br />which encourages and supports interaction:<br />Discussion Boards<br />
  6. 6. If you build it, will they come?<br />
  7. 7. Not necessarily.Productive discussion boards must be planned.<br />
  8. 8. Best Practices<br /><ul><li>Structure discussions
  9. 9. Require students to participate
  10. 10. Grade students efforts
  11. 11. Engage students</li></li></ul><li>Structuring Discussions<br />Create topic questions that provide a sound base from which discussion can be built<br />Provide precise directions<br />Communicate your expectations<br />Define your role & let them know<br />
  12. 12. Require Participation<br /><ul><li>Make it a graded portion of the course
  13. 13. Offer: scope, approach, tone, length and deadlines* for each post. </li></ul>*on-time participation is crucial to establishing a conversational, academic exchange. <br /><ul><li>Require students to respond to others.
  14. 14. Designate a student-moderated forum such as a Cybercafe.</li></li></ul><li>Grading: Using a Rubric<br />1<br />2<br />3<br />4<br />
  15. 15. Include grading criteria in each topic:<br />
  16. 16. Engage students<br />Post questions and scenarios that require learners to use their own experience<br />Relate discussion to course objectives<br />Create learning teams<br />Link to multimedia content<br />
  17. 17. Summary<br />Structure<br />Require participation<br />Grade effort<br />Engage<br />students<br />Successful <br />Online <br />Discussion<br />Boards<br />
  18. 18. References<br /><ul><li>Edelstein, S., and Edwards, J. (2002). If you build it, they will come: Building learning communities through threaded discussions. The Online Journal of Distance Learning Administration, 5(1). Available Online: http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html (rubrics)
  19. 19. Martyn, M. “Using Interaction in online Discussion Boards.” http://connect.educause.edu/Library/EDUCAUSE+Quarterly/UsingInteractioninOnlineD/39941?time=1210648601
  20. 20. Ragan, L. Best Practices in Online Teaching - During Teaching - Assess Messages in Online Discussions. http://cnx.org/content/m15035/latest/#element-710
  21. 21. Allen, I. Elaine and Seaman, Jeff (2003) "Sizing the Opportunity: the Quality and Extent of Online Education in the United States, 2002-2003" http://www.aln.org/resources/sizing_opportunity.pdf</li>

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