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This article explores the planning for and implementing asynchronous discussions for online learning. It includes some examples of using discussions in an online course. |
Exploring Discussion Forums
What Are Discussion Forums?
Discussion forums provide an avenue for asynchronous (in other words, not at the same time) communication among all class members or for groups. Discussions are typically threaded, meaning they are grouped according to the topic (e.g., an original post) in more or less chronological order.
Why Use Discussion Forums?
Many instructors use discussion forums as the mainstay of class interaction and reflection. Smith (2002) notes that participation is usually greater in an online discussion than in a face-to-face course because introverted students get the time they need to think before responding. Extroverts, on the other hand, can learn to take time to respond with higher-level thoughts. Generally, a discussion forum can be an effective way to build critical thinking skills.
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Serve to reduce a feeling of isolation among students that can lead to dropping out.
Provide a place to meet the needs of adult learners, who prefer the application of information to their real-world experiences.
Afford the opportunity to build a sense of community among the learners. (We will address this in more detail in another module.)
Help differentiate an online course from a correspondence course. Online discussions enhance student-to-student and faculty-to-student communication.
Best Ways to Use Discussion Forums
The most effective discussion forums will spark students’ critical thinking skills about a topic. Discussions need not be restricted to the posting of a prompt that all students answer and then reply to each other. Additional ways to use discussions include case studies, debates, and the sharing of presentations for peer review (as we are doing in this seminar), to name a few.
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Planning for Discussion Forums
As with all other types of learning activities, the driving consideration when planning for a discussion forum is its purpose in helping students to achieve one or more learning objectives. What is it you want students to know or be able to do? In what ways will a discussion give students the opportunity to learn it or demonstrate that they have learned it? You may find it helpful to use Bloom’s taxonomy to plan questions at an appropriate level. Rather than asking for a recitation of facts, aim for students to show what they have learned on a conceptual, procedural, or metacognitive basis.
The amount of time required for students to write a solid original post, read the posts of peers, and write appropriate replies must also be a consideration. The amount of time needed for a single forum will play a role in helping you determine how many forums to include in your course overall. We also suggest that you call for an original post on a certain day of the week and reply on a different day. Such deadlines can help keep student procrastination from inhibiting discussion.
Designing for Discussion Forums
An effective way to begin designing discussion forums, in general, is to start by preparing a rubric. Then, to begin designing individual questions, consider using Socratic questioning techniques. Richard Paul (cited in Online Classroom, 2007) suggests writing question prompts that:
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Designing Discussion Questions Using Bloom’s Taxonomy Examples
- A list of possible question prompts for each of the levels of cognitive skills, by the University Center for Teaching and Learning from the University of Pittsburgh
Facilitating Online Discussions Effectively
- An overview of the literature about designing and facilitating online discussions, by Alfred P. Rovai of Regent University (you may need to provide your Boise State login)
References
MacKnight, C. (2000). Teaching critical thinking through online discussions. [PDF] Retrieved from http://virtualchalkdust.com/wp-content/uploads/2016/02/eqm0048.pdf
Rovai, A. (2006). Facilitating online discussions effectively. Internet and Higher Education, 10, 77-88. Retrieved from http://www.sciencedirect.com/science/article/pii/S1096751606000704 [Note: You may need to be logged in to your BSU account.]
University of Georgia. (n.d.) Bloom’s taxonomy guide to writing questions. [PDF] Retrieved from http://wwild.coe.uga.edu/pptgames/resources/bloom_questions.pdf
Examples of Discussion Prompts
Example 1
Discussion Prompt for HLTHST 101 Medical Terminology Course at Boise State University
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Best Response | Good Response | Poor Response | No Response |
Startup response by Wednesday | Startup response by Wednesday | Startup response by Wednesday | Did not post your startup response |
Participated in discussions in (at least) one different day during the week. Completed the Documentation of Participation quiz | Did not participate in discussions in one different day (e.g., you posted your startup response on Tuesday and replied to other postings only on Tuesday). Completed the Documentation of Participation quiz | Did not participate in discussions at all. Completed the Documentation of Participation quiz (but remember I can check to see what you did!) | Absent during the week. Postings in the hallway or FAQ Forum do not count as class discussions. Completed the Documentation of Participation quiz |
Example 2
Discussion Prompt for HLTHST 300 Pathophysiology course at Boise State University
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Your TA will grade your Case Study postings. You will receive a grade of up to 15 points based on your answers to this assignment. You will be graded on the timeliness of your posts, as well as the answer provided and your response posts. Please provide substantive responses to all questions, including your peers' responses - saying "That was a great answer" will earn 0 points for the response.
Example 3
Example of Discussion Prompt for UF 100 Intellectual Foundations Course at Boise State University
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