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Conversations about discussion boards often reveal how these require ongoing commitment and thoughtful planning. For this post I spoke to marketing lecturer, Samantha Read, and learning designer, Elizabeth Palmer. These are their top tips for successful discussion boards:<\/p>\n
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- Link your discussion board with classroom activities and teach the tool<\/strong><\/li>\n<\/ol>\n
As a\u00a0lecturer who uses discussion boards extensively with large cohorts in FBL, Samantha Read explained the way she combines discussion boards\u00a0with classroom teaching in these simple points:<\/p>\n
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- As part of an e-tivity\u00a0before the workshop session, I encourage students to share their initial ideas and research, with each other and myself, before we discuss them in more detail and apply the theory in the classroom<\/li>\n
- During the classroom session as part of group-work students record what their group has covered during the face-to-face time and use this as feed-forward to the next group session<\/li>\n
- After the classroom session, students are asked to reflect on what they have learnt during our workshop and receive tutor feedback on their understanding of the classroom content<\/li>\n<\/ul>\n
Of her students\u2019 digital literacy she says, \u201cIt is easy to assume that our \u2018tech-savvy\u2019 students will be able to use the discussion boards but I have found that many find them difficult. I would therefore suggest that time is taken during a face-to-face session to go over the purpose for using discussion boards as well as demonstrating the basics \u2013 what is the difference between a forum and a thread, how to add a post, how to reply to a post, how to embed an image or a video, and how posts can be deleted.\u201d<\/p>\n
2. How do I set a task that is sufficiently interesting for discussion?<\/strong><\/p>\n
One of the biggest challenges of discussion boards is motivating students to engage with topics.\u00a0Learning designer Elizabeth Palmer gives some clear advice on how to maximise online discussions:<\/p>\n
\u201cMake sure you\u00a0set the parameters of the discussion to include guidance on both \u2018how\u2019 students should complete the task and \u2018why\u2019 it is important. Students that are unable to see the purpose of the task (in both the short and the long term) will be unlikely to engage. Actually this is true of any task in whatever\u00a0format, class or on-line, not just discussion boards. Equally, if they do not have clear instructions for the task this impacts motivation and likely engagement. Instead of \u2018respond to at least two of your peers\u2019 try something like \u2018select one answer you disagree with and justify your opposing view with evidence\u2019.<\/p>\n
Generally, I advise staff to avoid setting a task that only has one or a limited set of answers because whoever gets there first completes the task. So either encourage personal responses or select an area for discussion that has sufficiently\u00a0contentious issues for debate to make discussion lively, worthwhile and complex.\u201d<\/p>\n
3. Set your students\u2019 expectations for feedback and provide rewards<\/strong><\/p>\n
Imagine a motivated student\u2019s reaction when after spending hours writing a post they find no one\u00a0has taken the time to read it. Flip this and think about the less motivated student\u2019s feelings\u00a0if they know their efforts are not\u00a0being monitored or checked. In both cases\u00a0students will quickly lose interest in online discussion.<\/p>\n
Samantha Read\u2019s structured approach to discussion boards involves\u00a0placing a deadline date for all posts to be posted, with a given date that the tutor will go into the discussion board and provide feedback.<\/p>\n
On modelling best practice she\u00a0says, \u201cDiscussion boards need to be seen as a \u2018safe space\u2019 in order for students to feel comfortable posting to them. I always begin each thread with an example post so that the students know the kind of information to include, as well as the suggested length. It is also vital that the discussion boards are monitored and responded to.\u201d<\/p>\n
For maximum effect careful planning and maintenance is required. However, if you are aware from the outset that you have limited time to invest outside of the classroom, then you may wish to consider thinking creatively about how the students will interact with the task.<\/p>\n
Approaches such as splitting the discussion into groups and allocating group leaders to\u00a0report back at the beginning of the next lesson\u00a0will ensure that the students\u2019 efforts are rewarded with feedback.<\/p>\n
Gilly Salmon (2017) promotes\u00a0online socialisation\u00a0<\/a>as the bedrock of successful online engagement, identifying the\u00a0\u2018e-moderator\u2019 as \u2018a host through which students learn the framework of an e-activities, \u2018providing bridges between cultural, social and learning environments\u2019.<\/p>\n
Samantha Read reflects on how active participation in discussion boards is an easier path to better\u00a0grades within her face to face time in the classroom, \u201cI usually make a point at the beginning of the session where discussion board feedback was necessary as part of the learning experience, that those who did participate now have less work to do in the session than those who did not and highlight how these students have shown analytical thinking that will earn them good grades once this is applied to their assignment.<\/p>\n
I sometimes even ask the students who did not participate across the course of the week, to make their contribution during class so that we can all benefit from their opinion.\u00a0This only really works however if a great deal of research was not required for the discussion board task.<\/em>\u00a0I also reward students through positive feedback to their posts, making suggestions for how their opinion or research could be used in relation to an upcoming assessment or workshop activity.\u201d<\/p>\n
In her final thoughts, Samantha\u00a0says that \u201cIt is worth trying discussion boards as part of your blended learning module to try out virtual ways of increasing engagement. I have found some of my groups have really enjoyed interacting on discussion boards, whilst other groups have found them daunting and needed more support. Each student is going to have a different response \u00a0but as long as support is available to them, it is definitely worth introducing and seeing that happens.\u201d<\/p>\n
What are your experiences?<\/strong><\/p>\n
If you have used discussion boards, what are your thoughts? Be sure to post below and share your experiences and thoughts.<\/p>\n
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References:<\/p>\n
Salmon, G. (2017)\u00a0E-moderation Introduction. Gilly Salmon [Online]. Available at:\u00a0http:\/\/www.gillysalmon.com\/e-moderating.html
\n<\/a>Accessed [15 February 2017]<\/p>\n
\nAdditional reading:<\/p>\n
Extending the Classroom into Cyberspace: The Discussion Board
\nhttp:\/\/www-usr.rider.edu\/~suler\/psycyber\/extendclass.html<\/a><\/p>\nUsing Discussion Boards
\nhttp:\/\/ipark.hud.ac.uk\/content\/discussionboards<\/a><\/p>\nAsynchronous Discussion Forums
\nhttps:\/\/www.d.umn.edu\/~hrallis\/professional\/presentations\/cotfsp06\/indiv_tools\/async_disc.htm<\/a><\/p>\nMastering Online Discussion Board Facilitation
\nhttps:\/\/www.edutopia.org\/pdfs\/stw\/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf<\/a><\/p>\nThe five stage model \u2013 Gilly Salmon
\nhttp:\/\/www.gillysalmon.com\/five-stage-model.html<\/a><\/p>\n
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\nRichard Byles is a Learning Technologist at the University of Northampton, please email\u00a0richard.byles@northampton.ac.uk<\/a>for support on NILE tools.<\/p>\n","protected":false},"excerpt":{"rendered":"
Discussion boards aren\u2019t the latest NILE tool on the block, however FBL lecturer Samantha Read proves it can be an effective tool for extending learning beyond the classroom.<\/p>\n