1. Developing Online Discussion Forums to Promote Higher-Order Thinking
Quality Matters East Coast Regional Conference
Friday, March 23, 2018
Dianna Sand & Elizabeth Jones
Holy Family University

2. Major activities of the Session
Discussion / Review of Research / Examples
Application and Activities
Sharing of Results
Conclusions
Major activities of the Session

3. Learning objectives Participants will
evaluate stated learning objectives using the revised Bloom’s Taxonomy
Consider how to develop prompts that promote higher-order thinking for online discussion forums
Develop questions which align with student learning outcomes
Learning objectives

4. Question for participants
What challenges have you encountered when using discussion forums in online or blended courses?
Question for participants

5. Our Issues – Our Focus Research Question
How can we use online discussion on forums to promote higher-order thinking and also align with course learning outcomes?
Problem Statement
Students may perceive discussion forms as “busy work” when forums are not perceived to be meaningful.
Discussion forums are sometimes used to check that students completed the readings by asking students to provide the single right answer.
Student motivation to participate in discussion forums directly relates to the nature of the prompts or questions posed.
Discussion forums emphasizing only recall or understanding do not lead to active debates among the students.
Our Issues – Our Focus

6. Highlights Theoretical Perspectives & Literature Review
Learning in a social context is as important as individual characteristics
Online discussions can promote higher order thinking, especially at the application and analysis levels.
A variety of discussion forums which increase in the cognitive presence (e.g., structured, scaffolded, role- playing, and forced debate) are best
Reflection is important in online discussions
Highlights Theoretical Perspectives & Literature Review

7. Best Practices: Quality Matters Rubric
Course Activities / Learner Interactions
5.1 Learning activities promote achievement of stated learning objectives and competencies
5.2 Learning activities provide opportunities for interaction that support active learning
Quality Matters Rubric
Course Technology
6.1 Tools used in course support learning objectives and competencies
6.2 Course tools promote learner engagement and active learning
Best Practices: Quality Matters Rubric

8. Best Practices: Forum Structures
Connect online discussions with overall course learning outcomes and course activities
Provide students with sufficient time to think deeply about important topics, ideas, and issues
Give students multiple opportunities to express their thinking about issues or topics through discussion forums
Develop discussion forum prompts and questions which can inspire students to apply, analyze, and evaluate information
See Bloom’s Taxonomy Revised (Krathwohl, 2002)
View online discussion forums as formative assessments
See Christopher (2004)
Best Practices: Forum Structures

9. Examples Forum Questions to Promote Higher-Order Thinking
Forums Connected to Learning Outcomes
What does "learner-centered" mean to you?
What does it mean to be a good reader?
How can you encourage students to blend their interests with classroom projects?
How does project-based learning help students advance their learning?
See handout, pages 6 - 7
Examples

10. Analyze learning outcomes from using the adapted Bloom’s Taxonomy-Revised matrix
Select one or two learning outcomes from a course and develop prompts or questions for a discussion forum that could be utilized and reinforce course learning outcomes
See examples above for several course learning outcomes and higher-order thinking questions linked directly to learning outcomes
Activities

11. Designing Effective Assessments
Discussion
See handout
Designing Effective Assessments

12. American Psychological Association. (1997)
American Psychological Association. (1997). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: Author. Retrieved from
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Complete ed.). New York, NY: Longman.
Banta, T. W., Jones, E. A., & Black, K. E. (2009). Designing effective assessment: Principles and profiles of good practice. San Francisco, CA: Jossey-Bass.
Barton, L. G. (2007). Quick flip questions for the revised Bloom's taxonomy: Improving thinking skills at any age with the flip of a page! Garden Grove, CA: Edupress.
Bassett P. (2011). How do students view asynchronous online discussion as a learning experience? Interdisciplinary Journal of E-Learning and Learning Objects. 7(11),
Bye, L., Smith, S., Rallis, H. M. (2009). Reflection using an online discussion forum: Impact on student learning and satisfaction. Social Work Education, 28(8),
Christopher, M. M. (2004). Raising the bar: Encouraging high-level thinking in online discussion forums. Roeper Review: A Journal of Gifted Education, 26(3),
Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: Changing practices. British Journal of Educational Technology, 38(2),
Conrad, R. & Donaldson, J. A. (2012). Continuing to engage the online learner: More activities and resources for creative instruction. San Francisco: Jossey-Bass.
Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3),
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Hermosa Beach, C: Measured Reasons LLC.
Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview. Theory into Practice, 41(4),
McCombs, B. L., & Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press.
References