Discussion board answers
A lot of my students try to take the easy way out when it comes to answering the discussion questions each week. Some of them give very minimum information about the topic and expect to receive full credit for it. I add my comments by asking more questions and trying to encourage them to elaborate more.
What kind of tips would you suggest for instructors?
Hi Kimberly,
I usually create a rubric and grading scale for my discussion forums so students know what is expected of them. I also tell them to post early and try to grade their first discussion post with feedback by wednesday and grade again at the end of the week.
Here are some suggestions on managing discussions effectively,
-set aside specific times to read and respond to the board.
-Preempt questions by making regular announcements
and providing news and information relevant to the
students and the course in an Announcements section on the discussion board.
- Develop an FAQ’s (frequently asked questions) section on the discussion board (which you update throughout the term as you receive individual questions of relevance to other participants).
- Be prepared to spend some time during the first week helping students access and navigate the board. (Don’t expect all students to be successfully reading and participating in the first week of the term.)
-Set limits and be explicit with students as to your availability.
-Encourage participants to use the board to share knowledge when they have it and ask for what they need.
Lealan
Lealan,
These are all GREAT suggestions. Rubrics are extremely valuable for assessing students. Thanks for the input.
Herbert Brown III
Whenever a discussion board posting is miminal, or lacking sufficent detail, I will direct a question that requires additional thinking and response.
If and when these Instructor questions are addressed, the previous grade would be reviewed and increased if the addded information meets the requirements of the assignment.
I too have students that provide minimalist like postings. I always begin the discussion by attempting to set the discussion in a larger context. As an example in my Management classes, while discussing unionization implications for Human Resources section, I will open a discussion about how unions began in this country, and attempt to engage students on whether the issues are the same today.
The intent is to "funnel" down to the specific discussion issue. It seems to pick up the level of discussion and participation.
For students who are offering very weak, non-substantive posts can be caused by the DB topic itself, like asking the students one question, and I have seen that in some of the classes. So that would result in a non-substantive posts participation because the students would assume that they have fully covered the topic under discussion So, if you are the developer of the material, you would need to divide the topic into several sub-topics and ask several questions.
However, if you are only an instructor, you can do one of two things, either provide an examples of substantive posts. From my reading on the subject, I could gather that you would need to have students look at their postings as if they were receiving the information and ask: What value does this post hold? Also. You can pick up on some weak discussion postings, and show students how they can be nicely expanded into solid, meaningful posts by asking them extra question which requires then to further explain one or more points.
I clearly layout on the first day of class what my expectations are for discussion postings. I give a 'Good' example of a post and a 'Bad' example. I also post the grading rubric for discussion posts so they can see how they are graded...
Hector,
These are all great. As long as the students have clear expectations and examples of performance they have the opportunity to succeed immediately in the course.
Herbert Brown III
Kimberly,
Asking clarification or follow-up questions and encouraging elaboration is a great strategy. Whenever possible, I try to steer my students back to the text or lecture with follow-up comments like "You're on the right track here, Suzie. Did you read about these points in the text or lecture? What does the [textbook author] think of this theory?"
Modeling great discussion is another strategy that I use. Showing students examples of substantive discussion posts is an effective way to set expectations and demonstrate the kind of engagement we're seeking from them. I find that repetition and variety are two keys to successful modeling. The more I do it, and the more places students can find it in the course, the better it works. So, for example, I'll make sure that some of my posts in any given discussion quote from or refer to the text or lecture, but I'll also add generic examples of high quality posts in the announcements under headings like "Discussion Tips".
I agree with our approach. But I set a minimum of a full paragraph, i.e. 5 or more sentences in their replies. They are also allowed to respond to the topic with a personal or professional experience from the healthcare field. This counts as a 'reply'. Often as a group they have to be reminded that they are not grading the other students with "great post" and comments on the quality of their entry. This isn't acceptable and it is made clear at the beginning of the course. Examples of replies are provided in the DB such as "last week I saw a patient complaining about the lack of communication from the staff....etc." These entries stimulate others to relate their own comments and experiences.
I try to say something positive first on a students post. If there are things that are wrong I correct them and then grade the post.
hi Kimberly, Fabulous Post, "Showing students examples of substantive discussion posts is an effective way to set expectations and demonstrate the kind of engagement we're seeking from them"
Love this idea and I am going to use this!
If the post is not good I go back and ask the student a question and grade the post after they answer it. This seems to work well.
Richard,
The positive feedback goes a very long way with online students. Online students can be a little apprehensive and unsure at times so getting some positive feedback on what they are doing "right" is extremely important so they are not always getting the criticism and lose hope in the course.
Herbert Brown III
Richard,
So as I understand it you are giving them an additional prompt to help the student get to the depth you are looking for in the post. I like this idea as it is proactive and gets keeps the responsibility on the student to complete the assignment at the depth you are looking for in the assignment.
Herbert Brown III
