Vital Components of an Effective Discussion Board
Time to read: 5 minutes
In one of my recent classes, I created a discussion board thread for around 20 students to discuss the latest class reading. However, when I started grading their posts, I noticed that although they followed the instructions and posted their reactions and questions, they were not engaging in a proper discussion. Instead of talking with each other, they were talking at each other.
It was one-sided and flat, and while it checked the box for an activity with a large amount of participation, there was little value in the actual dialogue. My objective was to facilitate meaningful discussion and encourage active student engagement, so I needed to make a change.
When I thought about it, I wouldn’t try to discuss something different with every student simultaneously in a face-to-face class. Yet, I often try to use a single discussion thread for dozens or even hundreds of students when it comes to online learning. This simply doesn't work.
Discussion boards are an essential tool for online learning, allowing students to engage with each other and share ideas. But the truth is, the student experience could be better.
Consider these simple techniques in your next forum:
Small Groups
Create small groups. This will enable students to have more meaningful conversations with each other rather than struggle to find something or someone to agree/disagree with. The best part? It is incredibly easy to implement. Most Learning Management Systems (LMS) offer a feature that allows instructors to divide students into groups and assign a discussion thread to each one. A few extra clicks can create more concise conversations.
Specific Instructions
Give specific instructions. Vague instructions such as: "Respond to the following", "Reply to at least 2 peers (more are encouraged)", and "Cite your sources", are common, but students need more specifics.
Clear instructions that start with action words, like "find", "explain", "describe", "identify", and "compare," lead to deeper, more focused conversations.
Specifying to whom they are speaking (their small group) and when posts are due also provides structure. To ensure that there are enough initial threads, separate the initial thread post from the reply due date and points. This technique can prevent last-minute posting and enforce reading the materials before responding.
Provide a method* or format for responses. Consider requiring students to respond using at least two of the following:
Compliment (e.g., “I like how...,” “I like that...”),
Comment (e.g., “I agree that... because...,” “I disagree that... because...”),
Connect (e.g., “I have also read/seen/heard/thought that...”), and
Question (e.g., “I wonder why/how/who/what/when/where...”
Roles (Including My Own)
Assign students a discussion board monitor or participant role within the small group. This means at least one, if not more, students serve as the “leader” for keeping the dialogue moving forward and the group on track. This role can rotate between students throughout the semester.
Instructors should have the last word by summarizing and announcing noteworthy items in the thread or within a module summary or announcement.
Scoring
While I don't hold discussions at higher standards than face-to-face exchanges, I am strict about netiquette and mutual respect. In my class, the discussion boards are meant to be conversations, not formal papers, and my rubric for the discussions aims at quality over quantity of posting. I take time to explain these expectations to students every semester. Explaining how to participate and the timeliness of replies helps students better understand the makeup of a successful post.
Critical Thinking
Use discussion boards to capture students' reactions and thoughts regarding the unit's material or theme. Prompting students to quote specific parts of the reading or address certain authors’ points leads to better comprehension and retention. Additionally, requiring students to back up an opinion with a citation ties their thought process to the core content.
For instance, I ask my students to find three quotes from the week's author that they either agree with, disagree with, or find interesting or challenging. I also often encourage students to explain the core concept in their own words using personal examples and references from the text. These prompts require critical thinking and avoid passive responses.
Adopting a personalized approach to online discussion forums that promotes engagement, collaboration, and critical thinking can enhance students' interactions with their peers and the course content. What discussion board strategies might you try next?
Wait, There’s More!
Discussion boards are an essential tool for online learning. They provide a platform for students to exchange ideas, collaborate, and engage in meaningful dialogue, so it’s important to have a variety of discussion board strategies to target different forms of learning.
Get 4 simple strategies for diversifying the discussion board prompts and responses for FREE!
Source: *Stewart-Mitchell, J. (n.d.). Making quality comments following the “3C & Q” Model.
