Improving the Effectiveness of Online Discussions

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Improving the Effectiveness of Online Discussions

• Pam Youngs-Maher
• Margaret Martin
• SUNY Oswego

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Design of Online Courses

• Built upon learning outcomes and objectives--
• What are students to accomplish by the end of
• the course, the program, in 5 yrs?
• Effective design helps students achieve outcomes
• Not centered on technology, but on a meaningful
  learning process that makes use of the medium

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Highlights of Online Courses

• Promotes interaction with the content, with the
  instructor and with peers (higher satisfaction)
• Creates a learning community (not alone)
• Allows learners to take more active roles
• Encourages learners to seek/share resources
• Provides extensive resources that can be pursued
  now, archived for later

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Active Learning Active Learners

• Any teaching method that involves students in
  doing things and thinking about the things they
  are doing (Bonwell and Eison, 1991)
• A process where meaning develops out of
  experiences (Bednar, et al.), particularly
  reflection and praxis
• Active Learners
• accept responsibility for their own learning
• See opportunities to pursue facilitation/leadershi
  p roles
• are motivated, independent, tenacious

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Software used by SUNY Oswego

• SUNY Learning Network - asynchronous
• (SLN) Lotus Notes
• Lotus Notes forms the foundation
• LN is a database system
• SLN does not use all features (ex chat)
• Faculty work offline
• Student work is primarily online

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Discussion Options

• Facilitated by Faculty or by Students
• Structured or Unstructured
• Large group and small group discussions
• Combinations of these elements

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Strategies for Improving the Effectiveness of
Discussions

• Defining Quality and Quantity
• Valuing Discussions in the online class
• Influences on Discussions
• Foundation, expectations, frequency factor, size
  of group, grades, faculty member role and
  visibility, etc.

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Defining Quality Quantity

• Quality See Rubrics at end of Handout
• Quality body language vs. substance
• Quantity, undergrad
• Minimum standard 3-4 original posts/week
• Posts need to occur on different days (attndc)
• Quantity, graduate
• Minimum tends toward 6 original posts/wk
• Posts need to occur over at least 3 days/wk
• Must be timely and substantive

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Valuing Discussions

• Challenge students to read, think, participate
• Examine ones beliefs, theories, practices
• Integral component of the course
• Organized, invite interaction
• Various methods are employed
• Significant portion of the grade (20 plus)

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Influences on Discussions

• Expectations
• - Syllabus describes discussions, roles
• Discussion directions are clear
• Grading/evaluation process is clear
• Self/Peer Assessments (SII)
• Frequency factors
• - discussions, postings, feedback
• Size of group
• Organization of discussions (easy to navigate)
• Faculty visibility (facilitates, shares wisdom)
• Foundation (Active Learning)

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Discussions Integral part of design Challenging
for StudentsANT 368, F S Led, All Lg Grp
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Active LearningFaculty- Led Discussion in EDU
505(See lecture and disc. instructions in
handout )
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Faculty Led, Structured, Lg. Grp. EDU505 A., M.
M. 18 students
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Active Learning Discussion web view, threaded,
lg. grp.
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Discussion Feedback,EDU 505, M2
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Student Led, Unstructured, Lg. Grp.VTP 307
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Website Discussion, Student LedCHE 300(See
instructions in handout)
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Student Led Discussion AreaCHE 300 Lg. Grp,
Structured, 26 students-1/sm
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Student Led, Lg Grp, UnstructuredEDU505
Comparative Ed, 18 students, 227 posts
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Student Led, Lg. Grp., Structured Rooms in
later Ms
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LN view From 230 to 500 postings
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HSC 345 Private small groups (Ideal - 4 per
group for task)(Add more for role play or role
taking)
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Private Sm Grps, Structured, F/S LedHSC 345
assign members, topic, roles
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Other Group Interactions
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References

• Bonwell, C., Eison, J. (1991). Active Learning
  Creating excitement in the classroom (ASHE-ERIC
  Higher Education Report No. 1). Washington, DC
  George Washington University, p. 2
• Bednar, A.K., Cunningham, D., Duffy, T.M.,
  Perry, J.D. (1993) Theory into practice How do
  we link? In G. Anglin (Ed.), Instructional
  Technology Past, present, and future. Denver,
  CO Libraries Unlimited.

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Conclusions and Comments

• Your Turn!
• Your Questions
• Your Comments
• Your Experiences