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Discussion Boards
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- 2. Objectives •DEVELOP AN UNDERSTANDINGOF DISCUSSION BOARD INTERACTIONS. •OUTLINE ONLINE DISCUSSION MODELS AND CONDITIONS NECESSARY FOR STUDENT PARTICIPATION AND LEARNING. •DISTINGUISH QUALITIES OF RESPONSES IN DISCUSSION FORUMS.
- 3. Discussion Board Model FIVEELEMENTS THAT ARE ESSENTIAL TO EFFECTIVE QUALITY DISCUSSION BOARDS: Quality Discussion Boards Intrinsic Motivation Real-Life Connection Guidelines Instructor Presence Quality Questions & Responses
- 4. 5 Elements ofQuality Discussion Boards 1. INTRINSIC MOTIVATIONS - “IF STUDENTS PERCEIVED THE ONLINE DISCUSSION AS VALUABLE, INTERESTING, AND ENJOYABLE, THEY WERE MORE LIKELY TO PARTICIPATE” (XIE, DEBACKER, & FERGUSON, 2006). 2. REAL-LIFE CONNECTIONS - RELEVANCE FACILITATES MOTIVATION AND ADDRESSES HOW THE CONTENT RELATES TO THE STUDENT’S GOALS. 3. GUIDELINES - PROVIDE CLEAR EXPECTATIONS AND GUIDELINES CONCERNING PARTICIPATION. 4. INSTRUCTOR PRESENCE - ACCORDING TO DENNEN (2005) “INSTRUCTOR PRESENCE…IS IMPORTANT IN MODERATION, AND THAT CAN BE ACHIEVED IN DIFFERENT WAYS.” 5. QUALITY QUESTIONS AND RESPONSES - QUESTIONS SHOULD ASK PROBING QUESTIONS AND PROMOTE STUDENT-STUDENT INTERACTIONS IN WHICH THE INSTRUCTOR ALSO ENCOURAGES ALL LEARNERS TO EXPLORE THEIR INDIVIDUAL THOUGHTS.
- 5. Benefits of DiscussionBoards • STUDENTS ARE MORE LIKELY TO UTILIZE CRITICAL THINKING SKILLS. • Discussion boards are reflective in nature. They force students to read other perspectives and carefully consider a response. • STUDENTS PARTICIPATE MORE REGULARLY AND IN A MORE THOUGHTFUL MANNER THAN THEY WOULD NORMALLY DO IN A FACE-TO-FACE INSTRUCTIONAL SETTING ESPECIALLY IN LARGE-ENROLLMENT CLASSES. • The social aspects of the face-to-face classroom are very intimidating for many students. Online discussion boards offer students a tool through which they can actively participate in the class without feeling the overwhelming anxiety they may feel with many sets of eyes on them. • STUDENTS DEVELOP A STRONGER CLASS COMMUNITY. • There is a greater propensity for students to interact with one another on a discussion board than there is in a face-to-face setting. Class community is often shown to be enhanced through the discussion board function.
- 6. Conditions to SupportOnline Discussion LEVINE (2007) PROVIDES A LIST OF CONDITIONS TO SUPPORT ONLINE DISCUSSION BOARDS: • CREATE A CONDUCIVE LEARNING ENVIRONMENT • ESTABLISH RULES • POSE MEANINGFUL QUESTIONS AND ACTIVITIES • STIMULATE PARTICIPATION • BE SENSITIVE TO NON-PARTICIPATION • ENCOURAGE REFLECTION • SUMMARIZE DISCUSSIONS AND KEY IDEAS • ENCOURAGE MORE REFLECTION
- 7. Structured Online Discussion QUALITYONLINE DISCUSSION BOARDS HAVE ALL OF THE FOLLOWING: • INTRODUCTIONS • PERSONAL GOAL SETTING • GENERAL DISCUSSION: QUESTIONS/RESPONSES • PEER EVALUATION AND FEEDBACK • STARTER/WRAPPER-INITIAL POSTING/SUMMARY • SELF-EVALUATION OR PERSONAL REFLECTIONS
- 8. Four Characteristics ofEffective Discussion Boards GILL (2006): • OPENNESS: STUDENTS MUST FEEL THAT THERE ARE NO CONSTRAINTS ON SHARING THEIR OPINIONS. • EFFICIENT: STUDENTS AND INSTRUCTORS MUST FEEL THAT THE DISCUSSION BOARD SERVES AS THE MOST EFFICIENT MEANS OF SUPPLYING/RECEIVING NEEDED SUPPORT. • Replies to post must be engaging. • COLLABORATION: STUDENTS’ RESPONSES TO OTHER POSTINGS INCREASE THE EFFECTIVENESS OF THE DISCUSSION. • SAFETY: THE LEARNING COMMUNITY MUST FEEL THERE ARE NO REPERCUSSIONS FOR ANY POST THAT MAINTAINS CIVIL BEHAVIOR RESPECTFUL INTERACTION.
- 9. References DENNEN, V. P.(2005). FROM MESSAGE POSTING TO LEARNING DIALOGUES: FACTORS AFFECTING LEARNER PARTICIPATION IN ASYNCHRONOUS DISCUSSION. DISTANCE EDUCATION, 26(1), 127- 148. GILL, G. (2006). ASYNCHRONOUS DISCUSSION GROUPS: A USE-BASED TAXONOMY WITH EXAMPLES. JOURNAL OF INFORMATION SYSTEMS EDUCATION, 17(4), 381-382. XIE, K., DEBACKER, T. K., & FERGUSON, C. (2006). EXTENDING THE TRADITIONAL CLASSROOM THROUGH ONLINE DISCUSSION: THE ROLE OF STUDENT MOTIVATION. JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, 34(1), 67-89.