Issue 2.4: Discussion Boards?!?

Posted on by

Digital Dialogues Introduction Banner

By Ann Obermann, Ph.D

Introduction

Talking about discussion boards seems to bring up more emotion then most online learning and teaching topics. Hate is a strong word and I hear it used in connection to discussion board learning weekly from faculty and students alike. Folks feel it is a necessary evil in online learning especially within learning management systems (i.e., Canvas, Blackboard, etc.). However, discussion boards are neither “necessary” or “evil” and you and your students are in control of what you want to create and discuss in your class!

So, I invite you to wander outside the online learning box of discussion boards and imagine with me a different way and energy around discussion activities or as I like to say opportunities for students and instructors to learn and connect through production and interaction in online learning (AKA weekly discussion boards, activities, reflections, and assignments).

In addition to whether or not discussion helps student achieve their desired course outcomes, being able to have productive, critical, and disruptive discussions is a goal of our social work program. We want students to be able to talk with others about their ideas, to call out injustice, and to be change agents through words. SO . . . that means we need them to practice having critical discourses in our program!

In this post, I am going to offer some tips and resources for creating and facilitating critical discussions and activities in your asynchronous online learning environment.

Teaching Tips

Whenever designing online learning activities for your class ask:

  • What do I want students to take away from this activity?
  • What is the best (effective and efficient) way for them to get the desired outcome/takeaway?
    • Through discussion of their ideas with others?
    • Through a demonstration of knowledge?
    • Through practicing a skill?
    • Through a quiz, test, writing, or video?
  • After answering these questions, design your activity accordingly.

Set yourself and students up for success:

  • Before assigning an activity, make sure:
    • that you have the time and ability to grade and offer feedback in a timely manner!
    • that students have clear instructions and transparent expectations to succeed.
    • that you are available to interact throughout the week to offer clarification and instructor presence.
  • If you are bored with grading an activity, then students are most likely bored doing it . . . think about redoing the activity or throwing it out!
  • Make sure to provide feedback early and often with asynchronous activities. Front loading feedback at the beginning of the semester will set students on a clear path to success, knowing what to expect and what is required to succeed. Plan on grading quickly and more indepth with any activity that you are incorporating, then students will know what is desired for interaction or internal/individual activities.

Transparency:

  • Consider having instructions for EVERY learning activity with what is expected, why, and how it relates to the course, module, or social work profession directly stated in the discussion board or activity EVERY WEEK.
  • Tell students exactly what you want them to get out of the learning activity for the week! If you want them to “sit on it” for awhile to let the ideas simmer, then tell them to read the activity at the beginning of the week but post later so that they have time to think! If you want them to practice academic writing or be informal, then tell them and tell them why!
  • If you are conversing on a difficult or controversial topic, preface the learning. Encourage them to engage deeply and respectfully. Caution reactive posting and give instructions on how to be constructive. Call in microaggressions, invalidations, insults and more. Model a difficult discussion and let them know it is OKAY if folks don’t agree or the conversation is not “tied up neatly in a bow”.

To discuss or NOT?

  • Online activities do NOT always have to be discussion based! Some learning is internal, done by demonstrating vs interacting, simple observations, and does not need feedback to benefit the student.
  • Consider the desired outcome and design the activity accordingly . . . to discuss or NOT to discuss.
    • Asynchronous activities that are NOT discussion board
      • Journals
      • Videos
      • Listen/watch podcasts, videos, and movies
      • Singular post
      • Practice
      • Reflections
      • Activities (i.e., Harvard Bias Test, Spent, etc.)

Discourse is wonderful:

  • This is for those of you who enjoy discussion board and/or have intentionally decided that discussion is an effective way for your students to demonstrate the course’s desired outcomes. In addition to enjoying discussion or it being warranted for your desired course outcomes, the social work department encourages instructors and students to discuss and have difficult conversations. When students graduate, we hope that they have increased their effectiveness in written and verbal discussions and have an ability to participate and even facilitate these often unsettling exchanges. Discussion is a skill in and off itself in addition to demonstrating other gained knowledge and skill mastery.
  • Discussion is a great way to learn . . . so think about what creates and then facilitates quality discussions or interactive based learning and include it in your discussion board!
    • Types of questions
    • Types of feedback
    • Expectations
    • Instructions
  • Decide what is important in your discussion based on what you want students to learn and make sure to SHARE your expectations! For example, what type of language is needed for this post and why (i.e., formal, research, informal, etc.). Do you want students to include resources and citations, why and how many? Is this question more about the conversation and less about sharing your knowledge mastery? If so, then let the students know!

Course Design:

  • Think about where you put your asynchronous activities including discussion questions. Location makes a difference in when and how your students engage in the activities.
    • Do you want students to read these activity expectations first and then do the week’s readings?
    • Where did you put them in the module that allows the students to follow your intended plan?
    • How do you label the activities for consistency and ease of access?
    • Where do you put the instructions for the activity?
    • Is it a group discussion/activity or a singular individual post?
  • Are your activities/discussion graded or not? How many points? When is it due and why?

Take away:

Always start with identifying the activity/module/course intended outcomes and then your pedagogy! From here, your activities and discussion will be grounded, purposeful, and dare I say ENJOYABLE. Starting with your intentions and grounding the activity and discussion in pedagogy will make it easier for the student to connect their learning to social work practice and other theories, courses, and readings. Being transparent about why you are using certain activities and how to complete them will help highlight implicit expectations and ultimately create a more equitable learning environment. Here’s to effective and fun asynchronous discussions and activities!

Resources: