A Balancing Act
One strength of a great online instructor is the ability to do a balancing act. A discussion forum requires a balance of demonstrating teaching and cognitive presence without taking over the discussion. Forums should be a place where students can share ideas, opinions, and experiences.
The focus of this newsletter will be on practical strategies for facilitating discussion forums that balance the need for student interaction while demonstrating instructor teaching and cognitive presence.
The focus of this newsletter will be on practical strategies for facilitating discussion forums that balance the need for student interaction while demonstrating instructor teaching and cognitive presence.
The Forum Question or Prompt
Before we begin, we need to first look at the forum question or prompt. The most effective discussion forums are those that pose thoughtful questions that align with the learning objectives. Consider the forums for the course or courses that you teach as you read the below bullet points.
Before we begin, we need to first look at the forum question or prompt. The most effective discussion forums are those that pose thoughtful questions that align with the learning objectives. Consider the forums for the course or courses that you teach as you read the below bullet points.
- Does the forum prompt address the course or weekly learning objectives?
- Does the forum prompt provide an opportunity for students to share personal thoughts, experiences, or debate new concepts?
- Will the forum prompt create conversation about the course concepts?
The Initial Student Post
As the forum begins, students make an initial post that should demonstrate
critical analysis and thought on the discussion topic. The goal is that they express
themselves and apply the new concepts, making connections to the content. All
student opinions should be welcome as long as they are accompanied by a solid
rationale.
For students that struggle with making a substantive initial post, the instructor
can facilitate with probing questions that move the student forward in their
thought process. Some examples are listed below.
knowledge.
As the forum begins, students make an initial post that should demonstrate
critical analysis and thought on the discussion topic. The goal is that they express
themselves and apply the new concepts, making connections to the content. All
student opinions should be welcome as long as they are accompanied by a solid
rationale.
For students that struggle with making a substantive initial post, the instructor
can facilitate with probing questions that move the student forward in their
thought process. Some examples are listed below.
- You make a good observation. Can you give us some examples to support your view?
- What are alternatives to the one you suggested? Are there other solutions?
- That is an interesting point. What might someone who disagrees with you say to challenge your opinion?
knowledge.
Student Peer Replies
The balancing act continues as students start having conversations with each
other. Keep in mind that if discussions are moving along in a positive way, there
is little need for the instructor to jump in, other than to say something to the
effect of how you appreciate their discussion.
However, when student discussions are only at the surface level, the instructor
can contribute to the learning experience with some well-crafted prompts and
questions to stir things up and move the conversation forward. Here are some
ideas:
another about the key issues. When possible, direct one student to another
student with prompts such as:
The balancing act continues as students start having conversations with each
other. Keep in mind that if discussions are moving along in a positive way, there
is little need for the instructor to jump in, other than to say something to the
effect of how you appreciate their discussion.
However, when student discussions are only at the surface level, the instructor
can contribute to the learning experience with some well-crafted prompts and
questions to stir things up and move the conversation forward. Here are some
ideas:
- How could [topic] effect your professional goals?
- Nice connections to the material! What resources would you suggest for someone that wants to learn more about [topic]?
- You make some nice connections. Were you able to locate any research to support your conclusions?
another about the key issues. When possible, direct one student to another
student with prompts such as:
- Read and respond to “Sue’s” post on how it compares to your own. Are you both saying the same thing? Why or why not?
- You and “Joe” have different views on this. Discuss with “Joe” about what would happen if your idea was implemented. What if “Joe’s” idea were implemented?
- You and “Max” have very similar approaches to this problem. Try thinking one step further by reading the information at the website “http://. . . “ and then discuss it with “Max.” Does it change anything?
Other Discussion Forum Issues
There are many ways to make online discussion a lively learning experience.
Here are a few more ideas to consider.
There are many ways to make online discussion a lively learning experience.
Here are a few more ideas to consider.
- List several prompts and ask students to respond to one of them. This gives the adult online student more control over their own learning and allows them to respond to topics that resonate the most with them.
- Encourage students to respond with either audio or video responses (both are available in Moodle). These mediums may provide a more engaging experience and can go a long way in building community.
- Create a discussion summary at the end of the week to provide a sense of closure. Acknowledge individual student contributions and wrap up the discussion conversation.
- As a time-saver, develop a forum “toolkit” that contains a data bank of comments to stir up conversation or provide feedback.
- If you have a large course, consider dividing students into discussion groups (for example, a class of 20 students could have 4 groups of 5 students). Each group can discuss just among themselves, or they can collaborate as a group for a message to post to the main (whole class) discussion board. Each group can discuss the same topic, or they can address a different aspect of the issue.
References
Dyar, A. (2016, February). Strategies for Facilitating Better Online Discussions. Retrieved from SESP Instructional Technology Resources: http://edtech.sesp.northwestern.edu/2016/02/12/strategies-forfacilitating-better-online-discussions/
Kelly, R. (2014, September). Srategies for Managing Online Discussions. Retrieved from Faculty Focus:
https://www.facultyfocus.com/articles/online-education/strategiesmanaging-online-discussions/
McGuire, S. (n.d.). Guide to Effective Use of Discussion Forums. Retrieved September 21, 2018, from University of Cincinnati: https://www.uc.edu/cetl/ourwork/online/DiscussionForums.html
Morrison, D. (2012, June). How-to FAcilitate Robust Online Discussions. Retrieved from Online Learning Insights: https://onlinelearninginsights.wordpress.com/2012/06/25/how-tocreate-robust-discussions-online/
Online Learning Consortium. (2014, December). Online Discussion Boards: Strategies to Ease Instructor Burden and Promote Student Learning. Retrieved from OLC Insights: https://onlinelearningconsortium.org/online-discussion-boardsstrategies-ease-instructor-burden-promote-student-learning/
Purdue University - Ft. Wayne. (n.d.). Ten Factors of Retnetion in Online Courses. Retrieved September 21, 2018, from https://www.pfw.edu/dotAsset/f27452b0-71cd-45b1-a249-e3a669b18a92.pdf
The University of Sydney. (n.d.). Strategies for engaging students in online discussions. Retrieved September 21, 2018, from Teaching Insight: http://sydney.edu.au/education-portfolio/ei/teaching@sydney/wpcontent/uploads/2016/09/insight13-strategies-for-engaging-studentsin-
online-discussions.pdf
Dyar, A. (2016, February). Strategies for Facilitating Better Online Discussions. Retrieved from SESP Instructional Technology Resources: http://edtech.sesp.northwestern.edu/2016/02/12/strategies-forfacilitating-better-online-discussions/
Kelly, R. (2014, September). Srategies for Managing Online Discussions. Retrieved from Faculty Focus:
https://www.facultyfocus.com/articles/online-education/strategiesmanaging-online-discussions/
McGuire, S. (n.d.). Guide to Effective Use of Discussion Forums. Retrieved September 21, 2018, from University of Cincinnati: https://www.uc.edu/cetl/ourwork/online/DiscussionForums.html
Morrison, D. (2012, June). How-to FAcilitate Robust Online Discussions. Retrieved from Online Learning Insights: https://onlinelearninginsights.wordpress.com/2012/06/25/how-tocreate-robust-discussions-online/
Online Learning Consortium. (2014, December). Online Discussion Boards: Strategies to Ease Instructor Burden and Promote Student Learning. Retrieved from OLC Insights: https://onlinelearningconsortium.org/online-discussion-boardsstrategies-ease-instructor-burden-promote-student-learning/
Purdue University - Ft. Wayne. (n.d.). Ten Factors of Retnetion in Online Courses. Retrieved September 21, 2018, from https://www.pfw.edu/dotAsset/f27452b0-71cd-45b1-a249-e3a669b18a92.pdf
The University of Sydney. (n.d.). Strategies for engaging students in online discussions. Retrieved September 21, 2018, from Teaching Insight: http://sydney.edu.au/education-portfolio/ei/teaching@sydney/wpcontent/uploads/2016/09/insight13-strategies-for-engaging-studentsin-
online-discussions.pdf