Get Your Students Hired
It is important to have students interact via online discussion, however this requires two elements to make it work. First, you must have the instructor involved in helping the conversation move forward. Second, the instructor does not want to "take over" the conversation, but just be involved enough to move it forward by asking pointed questions and ensuring the class response.
Though, as an instructor, I ask many questions in hopes of moving the conversation forward I find too many times only the student who began the conversation responds. Has anyone found a way to involve more than the original poster?
Maureen,
Without showing favoritism is the key. The many times is harder than it seems. Good point. Thanks for bringing that up in this forum.
I tend to focus on the student that has the most important information in the discussion responses within the first three weeks. Without showing favoritism, I acknowledge everyone point, yet may email that specific student that I want input specific to the area.
(I teach business and I get middle to high managers in my class) so I try to get them to bring up issues that will enhance the lesser experienced working student. I ask them specific questions and glad when they respond.
A topic discussed most recently, Cultural Awareness in business and one student is from Nigeria. She was very specific in stating the business customs in that country and my students were enlightened enough to comment on other countries.
Any ideas are greatly appreciated and accepted on this topic. Thanks.
James,
Have you tried using a rubric that notes how posts should continue the conversation. Also, calling them threaded discussions and at the end of the "conversation" asking what "thread" was found throughout the conversation helps. It's a good way to help students think about a theme/thread in the discussion.
Hope this is helpful.
Unfortunately far to often in the online environment discussions end up being used as BLOGS where students come and tell each other what they think they know about the topic of the week. I have tried just about everything known to mankind and they still end up far from where they should be (the conversation).
Agnes,
Each class is different. Each class has it's own "culture" or dynamics. It's always so evident when we teach two sections of the same course. It's right in front of us and we can even notice subtle differences. Thanks for your input.
I think a lot depends on a specific class dynamics. I am currently teaching 2 sections of the same course (research papers).
This said, students in one section seem to be driven and the quality of their posts has actually amazed me. The other section pales by comparison, and students need to be constantly encouraged (in variety of ways) to participate. The quality of some posts is lacking, despite my best efforts.
Thus, we need to try different approaches, as the same tactic will surely not work for 2 different groups of students (even though they are taking the exact same class).
Kristen,
I many times start the class with asking students to key their questions. After answering all of them, then I begin with content and then tell them to key a question any time they have it and I'll stop and answer it. It helps.
I am unable to interact with students via video during class. It is often unnerving to ask a question and wait for the typed response. I try to fill the response time with relevant conversation within limits so as not to distract the students from what they are responding to. With all of that being said discussions are very beneficial and enjoyable. I always try to keep a positive and uplifting environment for the students, even if the silence is awkward at times. Would you have any suggestions for helping to improve this process?
William,
Right. Then, you are asking probing questions to get more information from the students. That's helpful.
Thanks!
That's a good point. You can try asking a question to a certain student, then based off of their response ask another student to elaborate of that response, ask them if they agree or disagree and why.
Tracey,
We do want to ask probing questions to get students to think more deeply, but we may have to clarify information also. We find that good mix. Thanks!
I think it's a great idea to reply back to student with a question. This will engage an ongoing conversation.
Patricia,
Interesting. We and the institutions should be looking at the quality of the involvement too, not just the quantity. Thanks for your input.
Our school measures instructor involvement by number of postings also. I teach healthcare topics and one way to get an active discussion going is to put very controversial topics for discussion, then as the students get involved in stating their opinion - you can back in to the more boring (but necessary) information. Too many DB topics are non-starters based on how they are written.
Janet,
You can still be involved, but put the responsibility on the student leader as well. Keep up the good work.
Hi, Tena,
That is a good idea. I had not thought about using a student leader. Of course, the colleges that I teach for online want the instructor to be available and online, engaged in the discussions five times a week. I enjoy encouraging the students to think more deeply about their answers, or to expand their answers into other areas.
Janet