Beyond “I Agree”

Facilitating Online Discussions

Miriam Russell, Ed. D

Debra Monte-Wetzel M. A.

April 23, 2010

When “I Agree” isn’t enough.

Optimal Learning :Zone of Proximal Development (Vygotsky 1978)

Can you spot the arrow? Or do you need help to “see” something you hadn’t seen before?

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Discussions can contain EVT or ELVT

– Uzuner, S. Educationally Valuable Talk JOLT (2007)

Discussions provide opportunities to stretchstudent’s knowledge of the subject matter.

Lurkers…Are they learning?

• The discussion part of this course, at first made me nervous. But I think that I’m doing well with the discussion participation. Especially since I’m very shy in person, doing the discussions like we are is probably better for me. I know I am saying more in the posts then I would if we were in a classroom together. Although I probably could post a few more responses during a discussion I feel confident in the ones that I do post

Dealing with lurkers

• Do not respond too quickly to a posting in order to provide the opportunity for students to respond first

• Instead of mostly making statements or directly answering questions which will likely terminate productive discourse, ask probing questions and provide encouragement

• Provide closure to discussion threads after discussion topics have run their course or assign specific students responsibility for providing closure.

• Deal tactfully and privately with students who dominate discussions or who remain silent, perhaps by phone conversation or e-mail, in order to create a more equitable communication environment.

– Roval (2007)

And “Scaffolding” learning

Walking the tightrope between dominating and facilitating discussions.

• Section Subtitle

What approaches have you used?

• Instructor Presence? • Gentle Persuasion? .• Small groups? • Socratic questions? • Require a new subject for each post• Clear guidelines

Instructor Presence

• One researcher, Li, suggested in only one ad hoc single case study that instructor presence can shut down participation, but Bliss and Lawrence found this one study lacking.

• Lawrence and Bliss (2009) studied “student participation rates, quantity of student posts, quality of student posts, and the extent of threading” and concluded that they are “well correlated with instructor activity.”

• In their meta-analysis, they found that the when the instructor is perceived to facilitate discussions, the student satisfaction with the online course as well as their own perception of how much they learned during the course, is significantly greater.

We respond positively to EVT!

• Examples:– Good idea! Can you provide a few examples to support this?

– That’s a great theory! How would you apply it?

– Excellent! This comment was well researched and added considerably to your fellow student’s understanding of the concepts.

» Fran Chambers

– .Hello Everyone! Glad to see you involved and offering your many differing and insightful perspectives. Related to our topic and relevant to what several of you are noticing is Welshons ‘ observation that: “We live in a culture that has sought to protect us from sadness. But we live in a world where sadness is inevitable. So we have a problem.” Consider how this (and your other readings) connect to our topic.

» Cheryl Bradt-Hyland

Small groups or Whole class?

• Clarification: What do you mean, give me an example, what does it relate to? How did you reach this conclusion? Let me see if I understand..

• Probe Assumptions: What does he assume? How do you justify your point of view? Why she is thinking that way? Is it always the case?

• Probe Reasons and Evidences: How do you know? Was that adequate? .Why? What led you to that belief? Do you have any evidence? How does it apply to this case?

• Questions Viewpoints: How do you view the group responses? What would someone who may disagrees say?

• Probe Implications: What do you imply? What is another alternative? What effect would that have? • Questions about Questions: Would she put the question differently? Why are you addressing this

question? Is this issue important? Is this question possible to answer? Why is he asking this question? Can you tell me what type of solution do you think it might be? Does your question asking us to evaluate…? Is that the right question to be asked in this case? How could someone settle this question?

• Nazik Roufail (2009)

HIERARCHY OF SOCRATIC QUESTIONING

Guidelines to obtain EVT “Educationally valuable Talk”Characteristic/level Unacceptable Minimally Acceptable

Acceptable Excellent

Quantity Does not participate or submits at the end of time period

Response is given in a timely manner and moves the discussion forward

Response to original question and to other students helps class interpret material in a novel way.

Engages with questions and with other students in a way that their presence is apparent.

Quality If there is a response, it is brief and does not contribute to the discussion.

Response is given in a timely manner and moves the discussion forward.

Response to original question and to other students helps class interpret material in a novel way.

When this student has posted, others make sure they read the contribution because they know this person will make a worthwhile contribution.

Overall Impression The student doesn’t care about online discussions.

The student is perceived as “there” but not fully engaged.

Can be depended on for a helpful response.

When this student has posted, others make sure they read the it because they know this person’s post is worthwhile.

Betty Lawrence in All About Mentoring Spring 09

Bill Pelz’ views on discussions:

1. First Students read the material

2. Then Students post the discussion questions

3. Then Students facilitate the ensuing discussions

Make students responsible for what they will learn

Pelz recommends that Students also:

• Create the questions for the group/class discussion• Locate, review and facilitate the discussion of content-relevant

websites• Collaborate to select research topics, locate resources, organize

and edit term research• Students contribute potential exam topics.!

Pelz’ two Cardinal Rules about Discussion posts

Cardinal Rule #1

The comment must introduce relevant, new information.

It must teach us something new.

It should add to the academic atmosphere of the course.

Cardinal Rule #2

The Discussion thread subject headings must reflect the main idea of the comments

(The subject provides a synopsis of the comment)

Thanks to Bill Pelz, SUNY learning Network, posted by Sloan C consortium 2008

Clear guidelines

1. Create a clear, simple discussion rubric & Grading Scale

2. Establish rules for discussion posts (times per week, etc.)

3. Specify discussion parameters:

– Deadline for initial post

– Minimum number of posts per discussion

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ReferencesferRencesRBliss, C. A. , & Lawrence, B. (2009). Development and application of a

multi-factor discussion board. JALN 13(2), Retrieved from http://www.aln.org/node/1869

Bliss, C. A. , & Lawrence, B. (2009). Is the Whole greater than the sum of its parts? . JALN, 13(4), Retrieved from http://www.aln.org/node/1869 .

Lawrence, Betty. (2009). Processing a sabbatical. All About Mentoring, (35), 65-66.

Petz, W. (2003) Discussion Board rubric. Retrieved from http://clear.unt.edu/Content/Services/Training/bb_handouts/discussion_board_rubric.htm

Uzuner, S. Educationally valuable talk: A new concept for determining the quality of online conversations. Journal of Online Learning and Teaching, 3 (4): 400-410, 2007.

Vygotsky, L. S. Mind and Society : The development of higher mental processes. Cambridge, MA: Harvard University Press, 1978.