This article is featured in the resource guide, Effective Online Teaching Strategies. The perfect class discussion can feel like something of an alchemy. From the
This article is featured in the resource guide, Effective Online Teaching Strategies. In the Chronicle of Higher Education’s guide to student engagement, Cavanagh (2019) emphasizes
This article is featured in the resource guide, Effective Online Teaching Strategies. The discussion forum plays a central role in our online graduate-level, advanced research
“No combination of words can put together the feeling of relief, comfort and gratitude I have towards your course and your fantastic TAs.” –Student comment,
This article is featured in the resource guide, Effective Online Teaching Strategies. The transition to online teaching has been partially, if not completely, challenging for
This article is featured in the resource guide, Effective Online Teaching Strategies. “Write an initial post and then reply to two of your classmates.” These
This article is featured in the resource guide, Effective Online Teaching Strategies. I used to dread online discussions as much as many students do. However,
Participating in team projects offers students the chance to develop interpersonal communication skills (Figueira & Leal, 2013), build relationships with classmates, and increase the level
As an online instructor, I require my students to engage in weekly discussion forums. In the online college environment, discussion forums are designed to simulate a professor and his or her students engaged in a traditional classroom discussion. Students respond to a question and then reply to the responses of their classmates. The point is to keep the discussion moving, keep students engaged in the topic for the week, and facilitate learning.
Many faculty members express concern that discussion in their online courses is shallow or sparse. What is it that makes meaningful dialogue so elusive in online courses? Some practices in online course design and discussion facilitation can actually encourage superficial dialogue. Faculty grading and feedback that require too much formality of language can scare students into virtual silence, sticking to exactly what the text says or saying what they think the professor wants to hear. Focusing on lower-level writing issues, such as grammar, APA style, or academic language, takes students away from content issues toward format issues. Although faculty might expect students to use formal academic language in their essays and research papers, it is not ideal for discussion.
