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Description

Online discussion boards offer students an opportunity to engage with their peers and instructor in a course outside of the classroom. The discussion boards are often used to replicate a classroom discussion and have many positive benefits. It is relatively straightforward to setup and facilitate online discussions where students weigh in on a certain topic, debate a topic, or provide relevant information to a qualitative topic.

Using online discussion boards as a method to work on algorithmic type problem or concepts does not seem to be as popular in the scholarly literature or on educational websites. When framed properly, the discussion board can also be used to have students work on numerical problems such as converting measurements in an introductory STEM course or learn how to properly apply a concept, such as naming chemical compounds, for instance.

This strategy asks students to both answer a question as well as create a new question for the next student. The process continues for each student. Each student is asked to answer a question which gives them an opportunity to work on the concept. By asking them to create a new question for the next student, the strategy requires the students to think about the type of problems or concept at little bit deeper level. The benefits of having students create summative assessment questions has been shown previously to increase student learning (Fluckinger, 2010). Applying this technique to an online environment should have the same benefit.

Link to example artifact(s)

The discussions start with an example from the instructor. The first student to log in and start a new thread answers the instructors question and poses and new question for the next student. Each subsequent student then answers the previous student's question and poses and new one until each student has answered a question and proposed a new one. The instructor can answer the last student's question to complete the thread.

Students are also encouraged to check each other's work. By assessing whether a problem is right or wrong and identifying any possible mistakes gives students another way to engage with the concept, hopefully leading to better understanding. One minor issue that could occur is that two students could start to answer the same question and propose two new questions. To avoid this mix-up and the possibility of a bifurcating discussion thread, the instructor should watch out for this and prevent it from causing too much confusion. The instructor can simply assess both student's post and state which problem should be used going forward. Students are assessed using the following criteria:

(1) solved the proposed problem correctly

(2) the correct answer was reported with the correct number of significant figures

(3) proposed a new problem that is clear and contains any additional equalities needed

(4) used proper grammar, spelling and punctuation
Example:
As an example, when students are first learning how to convert values, such as miles to kilometers, students are asked to contribute to a discussion thread with the following directions.

For this discussion, you will have to do two things:

(1) answer a problem correctly proposed by the previous comment

(2) propose a new problem for the next student to solve

The problem that you propose must need a conversion factor to solve. If you propose a problem that requires a metric to English conversion factor please provide the equality for the conversion.

When solving the previous student's problem include your work using an asterisk (*) for multiply and a forward slash (/) for divide. Place conversion factors in parenthesis.
Example - Student #1:
Convert 2.50 in to cm. The equality for this conversion is 2.54 in to cm.
Student #2:
Answer to previous problem: 2.50 in * (2.54 cm / 1 in) = 6.35 cm

New problem: How many mL are in 0.650 L?

The next student would then answer the new problem and propose another problem. You can propose any problem that you like as long as it contains at least one conversion factor. Make sure you are very clear about the problem you are solving and the new problem that you are proposing. To do so, state what number problem you are solving and number the new problem you are proposing. The first student who responds will answer problem #1 (below), and propose problem #2. The second student to respond will solve problem #2, and propose problem #3. That process will continue until all students have posted on the discussion board.
Conversion Thread Examples Mole Thread Examples Discussion Rubric
Link to scholarly reference(s)

Fluckiger, J., Tixier, Y., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning, College Teaching, 58:4, 136-140, DOI: 10.1080/87567555.2010.484031.

Citation

Perdian, D. 2018. An alternative strategy for using online discussions for learning course content in stem courses. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. Retrieved July 9, 2020 from https://topr.online.ucf.edu/r_5ojqtok27ntexiv/.

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An Alternative Strategy for Using Online Discussions for Learning Course Content in STEM Courses - Teaching Online Pedagogical Repository

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Description Online discussion boards offer students an opportunity to engage with their peers and instructor in a course outside of the classroom. The discussion boards are often used to replicate a classroom discussion and have many positive benefits. It is relatively straightforward to setup and facilitate online discussions where students weigh in on a certain ...

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Discussion prompts to help students engage with others

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Discussion prompts to help students engage with others

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examples and tips - engagement alt title

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This EXAMPLES AND TIPS webinar has other engagement ideas that help prevent cheating.
Reducing Cheating Oniine

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For uWaterloo instructors, a one-stop email address to request assistance with implementing tools or strategies in your online courses.

remoteteaching@uwaterloo.ca

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Fostering Engagement: Facilitating Online Courses in Higher Education https://contensis.uwaterloo.ca/sites/open/courses/FEFOCHE/toc/home/home.aspx

Remote Teaching: Seminars and Discussion-based Courses https://contensis.uwaterloo.ca/sites/open/resources/CEL-ORR/toc/modules/remote-teaching-seminar-courses.aspx

Icebreakers for Online Classes https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/teaching-tips-creating-positive-learning-environment/icebreakers-online-classes

Building Community in Large Classes
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/creating-positive-learning-environment/inclusivity-accessibility-and-motivation/building-community-large-classes

Community of Inquiry https://coi.athabascau.ca/

Universal Design For Learning Guidelines http://udlguidelines.cast.org/

Paul, R.W. Questions for a Socratic Dialogue http://courses.cs.vt.edu/cs2104/Summer2014/Notes/SocraticQ.pdf

Flynn, A. & Kerr, J. (2020) Remote Teaching: A Guide for Teaching Assistants. https://ecampusontario.pressbooks.pub/remotecourse/

Supporting Students’ Mental Well-being: Instructional Strategies https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/teaching-tips-planning-courses-and-assignments/supporting-students-mental-wellbeing-instructional

RISE model for peer feedback
https://www.emilywray.com/rise-model

Strategies for large online/remote courses
https://onlinelearning.utoronto.ca/large-courses/

Tips for Designing and Moderating Large Enrolment Online Courses
https://edservices.wiley.com/tips-designing-moderating-large-online-courses/

McGill University resources: Teaching Strategies https://www.mcgill.ca/tls/instructors/class-disruption/strategies/teaching#promoting-engagement
Assessment Strategies https://www.mcgill.ca/tls/instructors/class-disruption/strategies/assessment  Beyond Grading https://www.mcgill.ca/tls/instructors/assessment/strategies-mcgill-instructors

Synchronous and Asynchronous Communication: Tools for Collaboration http://etec.ctlt.ubc.ca/510wiki/Synchronous_and_Asynchronous_Communication:Tools_for_Collaboration

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9.
https://contensis.uwaterloo.ca/sites/open/courses/FEFOCHE/toc/unit-2/2b.aspx (references the COI)

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_Critical_Inquiry_model.pdf

deNoyelles, A., Zydney, J.M., & Chen, B (2014). Strategies for creating a community of  inquiry through online asynchronous discussions. MERLOT Journal of Online Learning and Teaching. 10(1), 153-165. https://jolt.merlot.org/vol10no1/denoyelles_0314.pdf

Example questions for collecting feedback from students about the course (set up as end-of-term activity, but can be used anytime) https://mi.mcmaster.ca/app/uploads/2020/03/End-of-Term-Student-Feedback.pdf

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UW Centre for Extended Learning - Discussion-based courses

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UW Centre for Extended Learning - Discussion-based courses

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Discussion forum possibilities:

Basic

Discussions w/ student leads

Respondents/discussants

Save the last word for me

Debate forum

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The hallmark of seminar courses at both the graduate and undergraduate level is the opportunity for students to engage in exploratory discussion and grapple with complex topics, learning to articulate their point of view and to present thoughtful arguments.

Often, students do background reading on their own and then come together in groups to hash out, in varying forms, what they've learned. Traditionally, this "coming together" has been in one physical location at a particular (often 3-hr) time, but neither the time nor the place are required. Students can work together synchronously while physically apart, and can conduct a discussion just as effectively across an asynchronous time span. In the classroom, discussions are verbal, but online, they can be either oral or written, or a combination.

Seminars can be facilitated by the instructor or can be led by one or more students. Students can be assigned different roles for each seminar/week so that they contribute to the discussion in different ways.

For example, students (or groups of students) can:

plan and facilitate the discussion;

design and propose activities;

answer the discussion questions while others are tasked exclusively with engaging with the responses;

be assigned to play the Devil's Advocate for a particular discussion;

participate in structured debates;

role-play, taking different sides of an issue; etc.

Although seminars usually have an important discussion component, the source material does not need to be assigned readings. There can be student presentations, individuals or groups working on case studies or problems, or other assignments and activities. However, a hallmark of a seminar course is a rich discussion among classmates.

How do we do all of that online?

You might be wondering how to design an engaging discussion online. Tasks and workflow must be planned in detail in advance, and clear instructions on workflow and expectations are crucial. Consult the examples below for the level of detail that students appreciate, which will reduce the number of housekeeping questions.

For more detailed seminar assessments beyond discussions, have a look at these 4 th year Social Development Studies courses

T he latter includ es a group presentation and facilitated discussion

NOTE: the group presentation uses a tool called VoiceThread, and the approach/instructions must be revised in order to use a video/PPT presentation or Video assignments + Discussion boards.

Keeping it lively and engaging

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Remote Teaching: Seminars and Discussion-based Courses

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The hallmark of seminar courses at both the graduate and undergraduate level is the opportunity for students to engage in exploratory discussion and grapple with complex topics, learning to articulate their point of view and to present thoughtful arguments.

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The Open Anthology of Earlier American Literature - Simple Book Production

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The Open Anthology of Earlier American Literature by Robin DeRosa is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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Antología abierta de literatura hispana - Simple Book Publishing

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Descripción del libro: Una antología crítica de textos literarios del mundo hispanohablante. Se enfoca en autores canónicos y también se intenta incluir voces marginadas. Cada texto tiene una introducción y anotaciones creadas por estudiantes. // A critical anthology of literary texts from the Spanish-speaking world.