1. Engaging Students in Online Discussion
W. P. Carey Online Academic Services

2. Introduction
F2F, we rely on verbal and visual communication to discuss class topics
Some students contribute, some just listen and take notes
Participation is not necessarily required or graded
We assume by being in class, students are absorbing information
Online discussion is different

3. Online Discussions Require facilitation by the instructor
Must be structured
Instructor must be aware of the different strategies and techniques needed to facilitate online instruction
Instructors need to find the online discussion technique(s) that works for their class

4. Initial Thinking about Discussion
How can you promote student engagement in the discussion board?
What types of questions do you ask?
What can you do to keep the conversation going?
How much time will discussion boards take to facilitate?

5. Enticing, Productive Online Conversations
Bonding and social interaction are important
Social cues need to be brought in by the instructor
Start by having students introduce themselves
The more shared knowledge students have of one another, the more sharing of social cues
The more social cues, the more motivated they will be to participate in online discussion

6. Keeping it Civil Provide the rules of Netiquette that you expect
Outline the traits you expect to see
Positive
Sensitive
Considerate
Polite
Tolerant

7. Sample Discussion Activities
Critique an online article or website
Keep a list as you find these for your next class
Debate or discuss a controversial topic
Have students take a side
Make sure all are being respectful
Form teams for group discussions
Can then report back to the whole class
Smaller teams makes easier discussion

8. Tips for Online Discussion
Count discussion towards grades
Define participation requirements
Guide, checklist or rubric
Give requirements to each student
State beginning and end dates for contributions
Encourage Netiquette
Polite discourse adds value

9. Tips for Online Discussion
When possible, ask students to relate the material to personal experiences
Increases motivation to respond
Connects prior knowledge to new knowledge
Create extra discussion areas for small group work
When asked a question from a student, give prompt response
Inform students of what you consider timely feedback

10. Tips for Online Discussion
Do not feel you need to respond to every student in the discussion
Get the conversation started
Stay in the background, but keep them on track
Summarize at the end of the discussion
Use the discussion board for exam preparation
Have students provide exam questions to the discussion

11. Tips for Online Discussion
Recommend extra stuff
At some point, send recommend a book, website, movie
Tell the students why this recommendation is important
Use white space
No one will read a long block of text
Use the book, but don’t teach the book
Pre-write your questions
Even replies

12. Rich Discussion Well structured questions Participation requirements
Open-ended
Participation requirements
Example 1 initial post, 3 responses to classmates
“Something to think about”
Great for those who do not like public speaking

13. Which Question Generates More Discussion?
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a useful tool for instructors to assist with the formation of assessments at the desired level of learning. Some lessons and classes are very appropriate for usage of the lower level of the taxonomy; other courses and lessons should require higher levels of cognitive mastery. Evaluate a recent test/assessment that you have been exposed to as a learner. Discuss the level of Bloom’s (cognitive level) this test/assessment measured? In your opinion, was this an appropriate level of cognitive measurement for the course/activity? Why or why not? Recommend a more appropriate assessment for the situation and defend your recommendation
Please be sure to respond to 2 of your classmate's posts as well in order to earn full credit for the question.

14. Furthering Discussion
Use different types of questions
Do not use questions with only one answer
Ask open-ended questions
Ask higher-order thinking questions (Bloom’s Taxonomy)
Ask probing questions (Socratic method)
Play Devil’s advocate
Ask for clarification
Make students defend answers

15. Assessing Discussion Boards
Include the assessment criteria in the course
Syllabus
Course announcement
Instructions for questions
Make sure the criteria measure both quality and quantity
A rubric can be helpful

16. Avoiding Discussion Pitfalls
Students feeling overwhelmed by too much information
Plan and streamline discussions
Unorganized conversations confuse students
Time release
State dates for conversations
Students stumped by online tasks
Provide directions if you want items cut and pasted, URLs, etc
Provide guidelines on length, due dates, etc

17. Avoiding Discussion Pitfalls
Student comments lack justification/evidence
Model ways to support arguments
Cite research and theories in your own posts
Comments unrelated to course readings and course concepts
Students often do not realize this is expected of them
Set expectations-tell students to use readings
Students are too nice on the web
Assign devil’s advocate, pessimist, optimist roles to students

18. Avoiding Discussion Pitfalls
Peer camaraderie is lacking
Assign online buddies
Tell students who to comment on/interact with
Struggling to teach not preach
Don’t lecture in the discussion board
Encourage students to run the discussion topics
Assign leaders each week
Difficulty forming a community of learners
Encourage casual interaction
Have a “hanging out” thread

19. Avoiding Discussion Pitfalls
Time consuming to grade discussion boards
Students may post high amounts of material
Set grading criteria
Make sure the criteria is based on quality on not quantity
Use the power of Blackboard to assist with grading
Technological issues
Try and avoid last minute work
Make sure you and the students know the support available

20. Any Questions? Call or email me with anything Jodi.menees@asu.edu