Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET) Presenter: Beth René Roepnack, eCampus, University System of Georgia D2L Connection: Worldwide Edition Wednesday, January 8, 2020 Totally Online

1. D2L
Worldwide
Connection
Presentation 12 of 12:
Organic Online Discussions
Advantages and Implementation Tips
45 minute presentation

2. D2L
Worldwide
Connection
Cognitive Psychology, M.A.
Education Leadership, Ph. D.
Teaching online 20+ years
Quality Matters – certified workshop
leader
Online Faculty Mentor: USG eCampus
Beth René Roepnack, Ph.D.

3. My Path
1990 Face-to-face – higher education
1996 Online teaching is horrible
1997 Wow, chat room discussions rock!
2000 LMS – boon and bane
Experimentation phase
Balance structure with spontaneity

4. D2L
Worldwide
Connection
Agenda
Challenge of traditional Asynchronous Online Discussions
Literature & experience
Organic Online Discussions – also asynchronous
Advantages
Implementation tips

5. 5
Traditional Asynchronous Discussions
“Parallel Monologues”*
“Fragmentary Engagement”**
> Student A post
− Student B response
− Student C response
− Student X response
> Student X post
> Student M post
− Student A response
− Student Q response
> …
* Wise, Hausknecht, & Zhao (2014)
** Champion & Gunnlaugson (2018)

7. 7
Traditional AOD Challenges
> Unclear expectations
> Uninteresting questions
> No responses
> Difficult to track, students feel lost
> Surface-level thinking
> Little knowledge construction
Review student contributions to OD by Hew, Cheung, Ng (2010)
pngfly.com

8. 8
POLL: What do you use?
What discussion structures have you primarily
used in your undergraduate online course?
(teacher or student):
> Post and reply to 1 or more peers
> Post only: answer, reflection, or summary
> Group Project – coordinate who does what
> Debate -
> Other (post to chat)

9. Classroom Conversation

10. 10
Organic Discussion Structure
Generative Conversation Model
Instructor Question
○ Student A answers
■ Student B responds
● Student C responds
○ Student D responds
■ Instructor scaffolding prompt
● Student E answer responds
○ …

11. 11
Organic Discussion Structure
Generative Conversation Model
Instructor multi-level prompt
○ Student A answers (Add, Analyze, Apply)
■ Student B summary of A & AAA
● Student C summary of B & AAA
○ Student D summary of C & AAA
■ Instructor scaffolding prompt after summary of A-D
● Student E answer AAA
○ Student Z summary of E & AAA
■ …

12. Organic Discussion

13. 13
AOD Structural Difference
“Parallel Monologues”*
> Student A post
− Student B response
− Student C response
− Student X response
> Student X post
> Student M post
− Student A response
− Student Q response
> …
Organic Discussion
Instructor multi-level prompt
○ Student X answer (Add, Analyze, Apply)
■ Student G summary of X & AAA
● Student K summary of G & AAA
○ Student B summary of K & AAA
■ Instructor scaffold question
● …
Instructor multi-level prompt
○ Student E answer (Add, Analyze, Apply)
■ Student Z summary of E & AAA
● Student W summary of Z & AAA
○ And so on
* Wise, Hausknecht, & Zhao (2014)

14. 14
Organic Online Discussions
> Instructor pins 1-5 topical prompts
> Multi-level prompts (inclusive)
> Promote generative and discursive discussions
> Instructions
1. Read/reflect on prompts/responses
2. Respond to classmate.
3. Use your classmate’s name and briefly summarize their post
4. Add (terminology), Analyze, and Apply (minimum)
5. Sign name and adjust subject line
Repeat steps 1-5 twice more for three 100-word posts
> Provide conversation starters
> Grid View – visualize conversation

15. 15
Student Instructions
To keep the conversations going, follow these steps:
1. Read my initial questions and any peer responses.
2. Find an interesting comment by one of your classmates and click Respond.
3. Use your classmate’s name and briefly summarize what that person said or
comment on it (one sentence is fine).
4. Share new information from the assigned readings and apply it using your
critical thinking skills. That is, Add new information (terminology), Analyze
what it means and Apply it to a situation for a AAA post.
5. Sign your name and adjust subject line before posting
Repeat steps 1-5 twice more for at least three 100-word responses.

16. 16
Additional Instructions
> Goal: great conversation, apply
> Learn while writing and reading
> Prompts - to inspire great conversations, not limit them
> Answer only one of my prompts, not all
> Respond to my more recent prompts

17. Organic Discussion Instructions

18. 18
Conversation Starters & Samples
Summarize or comment on your peer’s post
> I learned from you that …
> I appreciated how you explained … because I learned…
Transition to what you will add to the conversation
> And, I think that we also need to consider…
> Another important question we need to think abut is…
> What this means is …
> That makes me think of …
> I am confused about …, what I know is … and I would like help …
> While you said…, I disagree because…
Gilbert & Dabbagh (2005)

19. 19
Questions to Enliven the Conversation
Promote Engagement & Critical Thinking
> Provocative and engaging
> Multi-level - inclusive pedagogy
> Higher-Order questions*
> Relate to self or society
> Conditional phrasing*
> Poignant vignette
> Dilemmas
> Real-world application/Case study*
*Hall, 2016

20. 20
Instructor’s Role†
Ask Socratic and scaffolding questions*
> Increase critical thinking
− Presence
− Modeling
> Direct the conversation
> Provide meaning for the discursive aspects
> Share teaching stories
*Foo & Quek (2019)
†Dennen &Wieland (2007), Graham, Cagiltay, Lim, Craner, & Duffy, ( 2001);
Mazzolini & Maddison (2005); Rovai, 2007; Shindler & Burkholder, (2014)

21. Assessment

22. 22
Traditional AOD Challenges
> Unclear expectations
> Uninteresting questions
> No responses
> Difficult to track, feeling lost
> Surface-level thinking
> Little knowledge construction
Review of AOD by Hew, Cheung, Ng (2010)
pngfly.com

23. Reading View – Traditional AOD

24. Reading View - Organic

25. 25
Graphical Representations
> Organized, graphical representations can:*
− Decrease cognitive load
− Increase critical thinking levels
− Make perspective relations more visually salient
− Allow students to better consider alternate perspectives
− Be especially helpful to students challenged by higher-order
thinking
*Kwon, Shin, & Park, 2018

26. Visualization - Starburst

27. 27
Starburst
Graphical discussion forum interface†
> Spatial representations of ideas
− Decreases cognitive load
− Supports meta-cognitive activity
− Reduces fragmented and disjointed conversations
> Purposeful reading choices
> More connected reading
†Marbouti & Wise, 2016

28. Grid View Screen-Shot

29. D2L Brightspace: Grid View

30. D2L Brightspace: Grid View

31. D2L Settings

32. Pin a Thread
Your multi-level discussion prompt goes here.

33. Four Advantages
of Organic Online
Discussions

34. Increase Community
Building
Supports the
Community of Inquiry Model

35. 35
Community of Inquiry†
†Garrison, Anderson, & Archer, 2000
Garrison, (2011); Garrison & Arbaugh (2007);
Lambert & Fisher, (2013), Tolu, (2012)

36. 36
Community of Inquiry†
†Garrison, Anderson, & Archer, 2000
Garrison, (2011); Garrison & Arbaugh (2007);
Lambert & Fisher, (2013), Tolu, (2012)

37. 37
Organic Discussion Structure
Mimics Everyday and Classroom Conversational Models
> Natural model invites social presence
> Offers opportunities for cohesive conversations
> Ideas are connected
> Group conversations
> Collaborative

38. Better Support
Critical Thinking

39. 39
“Critical Thinking”*
> Learning at different levels – Bloom’s Taxonomy
⚬ Memorize
⚬ Understand
⚬ Apply
⚬ Analyze
⚬ Evaluate
⚬ Create
> Knowledge Construction
> Perspective Taking
> Open-mindedness
> Problem Solving
> Discovering truth
Linkedin.com
*Shindler & Burkholder, 2014

40. 40
Social Constructivist Model
Meaning Construction occurs in a collaborative dialogue
> Interacting with others
> Negotiating meaning
> Considering multiple perspectives
> Evaluating rationales
Jonassen, Davidson, Collins, Campbell, & Haag, (1995).

41. 41
Social Construction - Reading
> Premise: well designed OD can support learning†
> Reality: Post depth predicted by % of posts read*
− Reading and re-reading posts benefits quality
Organic Online Discussions nudge students to
> Summarize
> Read more posts
> Form connections because of the graphic representation
†Foo & Quek, 2019; Shindler & Burkholder, 2019)
*Wise, Hausknecht, & Zhao (2014)

42. 42
Scaffolding Prompts*
Share scaffolding prompts with students in AOD
− Clarification
− Assumptions
− Reasons and evidence
− Viewpoints and perspectives
− Implications and consequences
> Model scaffolding
− Thread structure ensures more visibility of critical thinking
*Toledo (2006)

43. 43
Structural Difference
Instructor multi-level prompt
○ Student X answer (Add, Analyze, Apply – UG; Add, Synthesize, Evaluate - GR)
■ Student G summary of X & AAA
● Student K summary of G & AAA
○ Student B summary of K & AAA
■ Instructor scaffolding prompt
● Student E answer (Add, Analyze, Apply)
○ Student Z summary of E & AAA
■ Student W summary of Z & AAA
■ And so on

44. 44
Role Playing
> Weeks 1 and 2: Build familiarity
> Weeks 3 and 4: Assign roles
− Skeptic
− Reflector
− Validator
− Challenger
− Scaffolder
> Week 5 and on: metacognitive work
− Invite students to summarize
conversations, evaluate, synthesize

45. 45
Endless Possibilities
> Problem and project based learning
> Debates
> Case studies
> Ill-formed problems
ctsocialbehaviour.blogspot.com

46. Increase Engagement

47. 47
Generative and Discursive
> More natural conversational styles
> Students to feel heard and understood
> Coherent and interactive dialogues
> Scaffolding conversations
> Build shared meaning
> Reflective inquiry
> Generative flow

48. Saves Time
& Magnifies Time Spent

49. 49
Time Savings
> Respond to groups of
students
− Scaffolding questions
− Redirection
− Co-participation

50. 50
Organic Online Discussions
> Instructor pins 1-5 topical prompts
> Multi-level prompts (inclusive)
> Promote generative and discursive discussions
> Instructions
1. Read/reflect on prompts/responses
2. Respond to classmate.
3. Use your classmate’s name and briefly summarize their post
4. Add (terminology), Analyze, and Apply (minimum)
5. Sign name and adjust subject line
Repeat steps 1-5 twice more for three 100-word posts
> Provide conversation starters
> Grid View – visualize conversation

51. 51
Implementation
> Communication and reminders
− Announcements
− Discussion tool
− Syllabus
− Emails
> New = Scary?
> Feedback
− Template for each week with reminders

52. 52
Final Thoughts
> Initiate week 0
> Spend time developing questions
> Continue for three consecutive discussions
> Best for discussion style classes –
− Humanities
− Social Sciences
> Science classes - discuss evaluative aspects of topics
> Math/Science - build community
− discuss concerns and to share solutions for being effective
> Higher level classes - easier

53. 53
Poll
> Are you considering implementing a more
organic discussion style into your online
course?
Comment Area
> If yes, what else would be helpful to
know?
> If not, what are your concerns?
Q & A
> Specific questions you would like me to
answer now.

54. 54
Questions or Comments?
Beth René Roepnack, Ph. D.
Faculty Mentor
broepnac@westga.edu
broepnac@ecampus.usg.edu
678-390-0014
For a handout, please email me:
Handout:
Sample questions
Rubric
Instructions and Announcements
Scaffolding prompts

55. 55
References
Champion, K. & Gunnlaugson, O. (2018). Fostering generative conversation in higher education course discussion boards, Innovations in Education
and Teaching International, 55:6, 704-712, DOI: 10.1080/14703297.2017.1279069
Dennen, V.P. & Wieland, K. (2007). From interaction to intersubjectivity: Facilitating online group discourse processes. Distance Education, 28(3),
281–297. DOI 10.1080/01587910701611328
Foo, S.Y. & Quek, C.L. (2019). Developing students’ critical thinking through online discussions: A literature review. Malaysian Online Journal of
Educational Technology, 7(2), 37-58.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The
Internet and Higher Education, 2(2-3), 87-105.
Garrison, D.R., & Arbaugh, J.B., (2007). Researching the Community of Inquiry framework: Review, issues and future directions. The Internet and
High Education, 10(3).
Garrison, D.R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American
Journal of Distance Education, 15(1), 7–23.
Gilbert, P. K., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: a case study. British Journal of Educational
Technology, 36(1), 5-18.
Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T.M. (2001, March/April). Seven principles of effective teaching: A practical lens for evaluating
online courses. The Technology Source. Retrieved on March 31, 2015 at
http://www.okanagan.bc.ca/Assets/Departments+(Administration)/Student+Services/Learning+Centre/Effective+Teaching.pdfHall, 2016

56. 56
References
Hew, K.F., Cheung, W.S., Ng, C.S.L. (2010). Student contribution in asynchronous online discussion: a review of the research and
empirical exploration. Instructional Science, 38, 571–606
Kwon, K., Shin, S., & Park, S.J. (2018). Effects of graphic organizers in online discussions: comparison between instructor-provided and
student generated. Educational Technology Research and Development 66,1479–1503.
Lambert, J. L., & Fisher, J. L. (2013). Community of Inquiry Framework: Establishing Community in an Online Course. Journal of
Interactive Online Learning, 12(1), 1-16.
Marbouti, F., Wise, A.F. Starburst: a new graphical interface to support purposeful attention to others’ posts in online discussions.
Education Tech Research Dev 64, 87–113 (2016) doi:10.1007/s11423-015-9400-y
Mazzolini, M., & Maddison, S. (2005). When to jump in: The role of the instructor in online discussion forums. Computers & Education 49
(2007) 193–213.
Rovai, A.P. (2007). Facilitating online discussions effectively. Internet and Higher Education 10 (2007) 77–88.
Shindler, L.A. & Burkholder, G.J. (2014). Promote Critical Thinking in Asynchronous Online Discussions: A Review of the Literature.
Higher Learning Research Communications, 4(4), 11-29. http://dx.doi.org/10.18870/hlrc.v 4oi4f .t2h2e2
Toldeo, C.A. (2006). “Does your dog bite?” Creating good questions for online discussions.
Tolu, A.T. (2013). Creating effective communities of inquiry in online courses. Procedia: Social and Behavioral Sciences, 70, 1049 – 1055.
Wise, A.F., Hausknecht, S.N., & Zhao, Y. (2014). Attending to others’ posts in asynchronous discussions: Learners’ online “listening”
and its relationship to speaking. International Journal of Computer-Supported Collaborative Learning, 9(2) 185-209.

57. 57
Proposal/Abstract
> We have an exciting opportunity to re-frame online discussions into engaging
conversations that promote critical thinking and community building in online courses.
All too often, however, online discussions have the character of parallel monologues
because of the structure used (post-and-reply-to-two) and list-like appearance of
posts that can appear overwhelming to students. Two simple solutions present
themselves within the D2L environment to offer our students dynamic discussions
that promote engagement with the material and each other: 1) Have the instructors
start threads with multi-level open-ended questions and instruct students to
respond to each other after a first student responds to the instructor. And, 2) use
D2L’s built-in Grid View so that students can see the branching nature of the
discussion instead of adopting an add-on graphical interface. This presentation will
share the many advantages of this structure (increased student engagement,
community building, and critical thinking as well as time savings for faculty) and
share ideas for implementing this change in your online classroom.