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Scoop.it!
Being physically apart can make lively discussions more challenging, but giving students the time, questions and confidence to engage with classmates can help them have meaningful conversations online. 
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Scoop.it!
The following is the latest installment of the Toward Better Teaching advice column. You can pose a question for a future column here.Dear Bonni: Ho
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Tips for reducing instructor workload in discussion forums: - You don’t have to be an active participant in every discussion. - Have students summarize the discussions. - Grade discussion facilitators rather than each student. - Have students collaborate in small group forums to craft a single post that they will share with the entire class. Via Paula Silva, Linda Corrin
Daniel Jimenez Zulic's curator insight,
July 31, 2013 12:57 AM
que buenas ideas. Si hubiera leido esto hace dos pares de semanas me hubiera ahorrado par de semanas de trabajo. |
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As growing numbers of students take online and hybrid courses, higher education institutions are looking for ways to cultivate and sustain engagement
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There’s big talk these days about “big data” in education—looking for patterns of behavior as students click through online classrooms and using the insights to improve instruction. One start-up company that manages online discussion forums for thousands of courses recently performed its first major analysis of behavioral trends among students, and found what its leaders say amounts to advice for instructors.
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Designing and Orchestrating Online Discussions
David L. Baker
Abstract
This author’s position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author’s ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback.
Keywords: Asynchronous learning; distance learning, online pedagogy, online groups; online discussions; and discussion assessment. Via Jim Lerman, Kim Flintoff
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