Web-based education tools provide many ways to increase communication
between class members and faculty, including discussion boards, chats, and emails. Researchers have found that adding these elements to a course increases student motivation and participation in class discussions and projects. By learning together in a learning community, students have the chance to expand and deepen their learning experience, test out new ideas by sharing them with supportive group, and receive critical constructive feedback (Palloff & Pratt, 2007). The probability of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement. Online study is diverse from learning by attending lectures. The online discussions are a vital component in how you will learn from the course. Yet, we often find topics that may intrinsically motivate interest, whereas, most topic require contentious “twist” to make the topic motivating, and cause the participants to partake in the discussion.
Begin by reviewing the information indicated below related to online
discussions by clicking on the link. Next, consider your experience as an online learner in online discussion groups and collaborative projects. Then, reflect on the following questions as you compose your post:
• What makes a good online discussion?
• How does an instructor keep online discussion lively?
• What can instructors do if participants are swaying off the topic?
Video
By Wednesday:
Post your thoughts on maintaining good online discussion. Provide strategies that you will use to keep online discussion lively. Provide information indicating what an instructor can do if participants are swaying off a discussion topic.
By Sunday:
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.
Respond to two or more of your colleagues’ postings in any of the following ways: In your response, draw a connection between the material posted using the following:
• Build on something your colleague said.
• Explain why and how you see things differently.
• Ask a probing or clarifying question.
• Share an insight from having read your colleague's posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Expand on your colleague's posting.
• Ask for evidence that supports the posting.
Return to the Discussion in a few days to read the responses to your initial posting. Continue the dialogue as desired by responding to your colleagues’ thoughts.
References
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass
Resources
Teaching Critical Thinking through Online Discussions
Online Discussions
Generating and Facilitating Engaging and Effective Online Discussions
Click on the word "Rubric" to review the rubric
Rubric
Reflection
First
of all as Dr. Palloff (2011) points out that we should ask complex, engaging
questions rather than yes/ no questions. My goal was to ask questions that
would engage my learners. I feel that the discussions were lively and showed
evidence that this assignment prompted an engaging conversation. The participants
engage with some very knowledge information. Discussion is the heart of an
online course so therefore it is vital to encourage the learners to
participate. According to Benfield (2002) “the most active and effective online
discussions are highly purposeful and task oriented” (p. 1). We find that if
learners do not observe an instant instructive value in the exercise, then they
will not be predisposed to participate in the discussion. In the future, I will
design online discussion to stimulate creative and critical thinking, and appeal
to different learning styles. This can be done by integrating a variety of
links to sounds, music, pictures, cartoons, simulations and graphics. As Walker
(2005) acknowledge from his research “it can be a challenge integrating methods
of learning and interaction to stimulate critical thinking in asynchronous
discussions” (p 4). Most of the time courses are planned with only one procedure
of interaction, such as answering and responding to questions.
References
Benfield,
G. (2002). Designing and managing effective online discussions. Retrieved October
23, 2011 from http://www.brookes.ac.uk/services/ocsld/resources/briefing_papers/online_discussions.pdf
Palloff & Pratt (2011). “Assessing Interaction
and Collaboration in Online Environments” (video).
Walker,
G. (2005). Critical thinking in asynchronous discussions. Retrieved October 23,
2011 from http://itdl.org/journal/jun_05/article02.htm
Jacqueline,
ReplyDeleteYour discussion questions are relevant and straight to the point. Critical thinking is the common denominator of any discipline both instructor and learner should seek to attain. The learning resources provided are relevant to the discussion thread, enabling learners to succeed in their initial posts as well as expanding on other learners' ideas.
Some universities are using online cafe (WebCT's or Blackboard's chat) for online discussions. Other Web2.0 tools permit learners for live interactive online discussions. Facilitator can use effective and engaging icebreakers to fire up online discussions. Their social and cognitive presence would foster lively discussions, providing extended questions to clarify any misleading points and remedy learners' swaying off discussion topics.
As an effective designer and instructor you take “time to design techniques into the learning system that improve the efficiency of assessments” (Oosterhof, et al., 2008, p. 188). You ensure a high level of student performance, by “clearly communicating what students are to do, ensuring that prerequisite skills are sufficiently mastered, providing models where relevant, and establishing high expectations,…streamlining the scoring and score reporting process” through the embedded video (ibid, p.200).
Reference
Oosterhof, A., Conrad, R-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson.
Jacqueline,
ReplyDeleteGreat blog! It was simple, but meaningful to what we have been learning in the Instructional Design and Technology program. The learning resources you provide were meaningful tools and encouraged critical thinking regarding how to create discussions that provoke lively ongoing discussions that are effective learning for all who participant, even the reluctant student. The video was excellent in its demonstration of the role of the instructor to motivate the student to participate and respond with some meaningful substance.
Diane McClain
Jacqueline,
ReplyDeleteGreat blog and great discussion question! It was simple, but meaningful to what we have been learning in the Instructional Design and Technology program. The learning resources you provide were meaningful tools and encouraged critical thinking regarding how to create discussions that provoke lively ongoing discussions that are effective learning for all who participant, even the reluctant student. The video was excellent in its demonstration of the role of the instructor to motivate the student to participate and respond with some meaningful substance.
Jacqueline,
ReplyDeleteGreat blog! It was simple, but meaningful to what we have been learning in the Instructional Design and Technology program. The learning resources you provide were meaningful tools and encouraged critical thinking regarding how to create discussions that provoke lively ongoing discussions that are effective learning for all who participant, even the reluctant student. The video was excellent in its demonstration of the role of the instructor to motivate the student to participate and respond with some meaningful substance.
Diane McClain
Jacuqueline,
ReplyDeleteGreat blog! It is simple, but so meaningful to what we have been learning in the Instructional Design and Technology program. The learning resources you provided were meaningful tools and content that encouraged learners to think critically about how to create discussion questions that provoke lively, ongoing debate and discussion for effective learning experiences for all who participate, even the reluctant student. The video was excellent in demonstrating the role of the instructor to create questions and feedback to motivate students to respond with substance.
Diane McClain
Jacqueline,
ReplyDeleteGreat blog! It was simple, but meaningful to what we have been learning in the Instructional Design and Technology program. The learning resources you provide were meaningful tools and encouraged critical thinking regarding how to create discussions that provoke lively ongoing discussions that are effective learning for all who participant, even the reluctant student. The video was excellent in its demonstration of the role of the instructor to motivate the student to participate and respond with some meaningful substance.
Diane McClain
Hello I am following their posts
ReplyDelete- Kathy Avila