Answer: What role or purpose do discussion forums serve in the online classroom and are they effective? How do discussion forums function as a teaching tool? How could they be used effectively and ineffectively? What are some best practices for facilitating forums online?
As with a traditional classroom, online discussions are an essential part of learning because they foster collaboration and critical thinking, which are essential to students synthesizing information and deepening their understanding. They also function as formative assessments of students' learning that help teachers inform instructional decisions and practice. Online discussion forums are effective for these purposes if effectively implemented and used.
In order for a discussion forum to be effective, the instructor must establish criteria for content, participation, and interaction, as well as stylistic/formatting conventions for the posts themselves. These must be clearly communicated and reinforced throughout the term, but are most important during the first two weeks of implementation when students are establishing relationships and learning to navigate new territory. Ineffective discussions will unfold when there are no parameters for the number of posts/comments per user, the formatting of posts, or the content included in a post/comment.
Secondly, teachers must be diligent in reviewing and responding to students' posts and interactions. Whether it be by replying to a student's original post, mentioning a student's perspective in a comment to another student, or a personal communication outside the forum (email, phone call), teachers must be intentional about making their online presence known and making students feel included. Again, this is especially important during the first two weeks of online instruction as it establishes positive among all members of the DLC, sets the tone for the remainder of the course, and reinforces the value of this type of instruction. Discussion forums that include little to no teacher interaction or oversight will degrade to shallow interactions or worse, a place for hostile or inappropriate student interaction.
Best Practices:
1. Strive to be the guide on the side. Use "presence" to communicate that you are there to help students.
2. Draw the line. Know when to engage, respond, and intervene. Know when to sit back and allow students to interact, struggle, fail, and recover. Be a coach, not a crutch.
3. Engage students in ways they enjoy. Make the content and the means of accessing it relevant to the learners.
4. Use multiple means of showing students your presence in the DLC and in their learning. Responses make students feel included. Video and voice are great for including personal touches.
5. Create and reinforce value in the forum. You may tie it to assessment, giving grades for participation, but remember: grades don't make great teachers; great teachers who care make great teachers.
6. Provide good prompts. Avoid simple yes/no questions at all costs. Give prompts that require critical thinking, collaboration, research, and synthesis. Require students to follow an effective format for argumentation, such as the CER model (state Claim, cite Evidence, explain Reasoning).
As with a traditional classroom, online discussions are an essential part of learning because they foster collaboration and critical thinking, which are essential to students synthesizing information and deepening their understanding. They also function as formative assessments of students' learning that help teachers inform instructional decisions and practice. Online discussion forums are effective for these purposes if effectively implemented and used.
In order for a discussion forum to be effective, the instructor must establish criteria for content, participation, and interaction, as well as stylistic/formatting conventions for the posts themselves. These must be clearly communicated and reinforced throughout the term, but are most important during the first two weeks of implementation when students are establishing relationships and learning to navigate new territory. Ineffective discussions will unfold when there are no parameters for the number of posts/comments per user, the formatting of posts, or the content included in a post/comment.
Secondly, teachers must be diligent in reviewing and responding to students' posts and interactions. Whether it be by replying to a student's original post, mentioning a student's perspective in a comment to another student, or a personal communication outside the forum (email, phone call), teachers must be intentional about making their online presence known and making students feel included. Again, this is especially important during the first two weeks of online instruction as it establishes positive among all members of the DLC, sets the tone for the remainder of the course, and reinforces the value of this type of instruction. Discussion forums that include little to no teacher interaction or oversight will degrade to shallow interactions or worse, a place for hostile or inappropriate student interaction.
Best Practices:
1. Strive to be the guide on the side. Use "presence" to communicate that you are there to help students.
2. Draw the line. Know when to engage, respond, and intervene. Know when to sit back and allow students to interact, struggle, fail, and recover. Be a coach, not a crutch.
3. Engage students in ways they enjoy. Make the content and the means of accessing it relevant to the learners.
4. Use multiple means of showing students your presence in the DLC and in their learning. Responses make students feel included. Video and voice are great for including personal touches.
5. Create and reinforce value in the forum. You may tie it to assessment, giving grades for participation, but remember: grades don't make great teachers; great teachers who care make great teachers.
6. Provide good prompts. Avoid simple yes/no questions at all costs. Give prompts that require critical thinking, collaboration, research, and synthesis. Require students to follow an effective format for argumentation, such as the CER model (state Claim, cite Evidence, explain Reasoning).
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