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As growing numbers of students take online and hybrid courses, higher education institutions are looking for ways to cultivate and sustain engagement Via Peter Mellow, Ines Bieler 
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Expertly facilitated online discussion is the driving force for community in online classes. Creating norms for discussion quality and timing improve the dialog. This also helps the facilitator step back as students learn to deepen their online dialog.Click here to edit the content
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These tips can help educators ensure that online discussions are engaging and beneficial for postsecondary students.
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These tips can help educators ensure that online discussions are engaging and beneficial for postsecondary students. Via Peter Mellow
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Most online courses are a solitary experience for learners. Students lack the ability to strike up an impromptu conversation about last week’s homework or compare notes with whoever’s sitting next to them in class. The absence of social interaction could be one reason behind high dropout rates in
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Jackie Gerstein, Ed.D: "All of my classes, regardless of student age or demographics – elementary gifted students or graduate students, begin with ice-breakers and team-building activities. I recently developed a passion for using students’ mobile devices to do so as this devices have become natural and personalized extensions of students’ “selves.”" Via John Evans, ManufacturingStories
Dr Pam Hill's curator insight,
September 16, 2013 9:46 AM
This is one of the first resources to actively use digital tools to upgrade the minutes before instruction starts. In my professional experience this would be very useful. I think this is a new area that can be developed further to build in opportunities for students to use technology to deepen their learning. What do you think? Would you use this new resource?
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This author’s position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author’s ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback. Via Kristen Swanson
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As universities began to convert traditional courses into online ones, they realized that they lacked the expertise to make the transition to online education successfully. Online courses have not been successful at engaging students or delivering strong learning outcomes, and many universities found they simply did not have the technical or business expertise to make the leap to online classes. Via Elizabeth E Charles
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Speer isn’t alone in seeking to refresh the discussion forum as the key source of person-to-person interaction in online courses. Educators are pursuing a variety of strategies for fostering student engagement. One approach is to emphasize quality and thoughtfulness of responses over quantity and frequency. Another puts the instructor in the driver’s seat, steering conversations to sharper insights as they might from the front of a classroom.
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Discussion boards can be used for a variety of activities, so why limit ourselves just to discussions, especially if those discussions aren’t creating meaningful student engagement? Via Peter Mellow
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Students who enroll in online degree programs may be concerned that they will miss out on the interaction that is found in traditional degree programs. However, these students still benefit from class discussions through online discussion boards, which allow them to create original posts about a course topic and respond to the posts of other students. This guide provides information on what students can expect when using an online discussion board, the etiquette to follow on these boards, and how professors grade the posts students make.
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Abstract (pasted from AERA 2013 program) This study investigated relationships between how students “listen” (access existing posts) and “speak” (contribute posts) in asynchronous online discussions. Eleven variables indexing four dimensions of student’s listening (breadth, depth, temporal contiguity and revisitation) and five variables indexing three dimensions of students’ speaking (discursiveness, depth of content, and reflectivity) were calculated for 31 students participating in six week-long online discussions as part of an undergraduate educational psychology course. Multiple regression analysis indicated that the breadth of students’ listening (the percentage of peers’ posts viewed) predicted both the responsiveness and argumentative quality of their posts, but the depth with which they attended to the posts (time spent viewing) did not. Implications for the theory and practice of online discussions are discussed.
BEST-CAEXI 's curator insight,
June 7, 2013 8:28 PM
Exploration Discussions en ligne - notes de recherche premières et de l'article annotations
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