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When I finished my online Masters from GWU, I raised a mighty fist to the heavens and swore "As god is my witness, I will never post again!

" Nearly EVERY course in my program began their posting with "“Identify one important concept, research finding, theory, or idea … that you learned while completing this activity. Then read the posts of your fellow students and comment..." These "Read, Write, Reflect" prompts are good, but they get old fast. Below are some resources that may help improve and add variety to your online discussions. Using Discussion in Traditional, Hybrid, and Online Classes: COSS FCAT. Writing A Substantive Discussion Post for An Online Class Forum. Rubric for Online Discussion Board Participation. Rubric for Asynchronous Discussion Participation Name___________________________________________________________ Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class.

Rubric for Online Discussion Board Participation

You develop and refine your thoughts through the writing process, plus broaden your classmates’ understanding of the course content. Use the following feedback to improve the quality of your discussion contributions. Examples of postings that demonstrate higher levels of thinking: OnlineDiscussionRefCard v4 1vdjloi. Dos and Don'ts for Good Discussions. 10 Tips for Effective Online Discussions. These tips can help educators ensure that online discussions are engaging and beneficial for postsecondary students. For many of today's students and more than a few educators, effective participation in online discussions in postsecondary education may not be second nature. In particular, graduate-level discussions present challenges quite different from their undergraduate counterparts, as master's degree candidates tend to be highly motivated.

This may mean that they frequently exceed the minimum number of required posts and write longer entries. The recommendations below are based on my own experience teaching fully online graduate courses with fifteen to twenty students, although many of these points would benefit those teaching at the undergraduate level as well. 1. It would be easy to hold online discussions to higher standards than discussions happening face-to-face. Be careful what you wish for, however! 2. 3. 4. 5. 6. Derek Bok Center for Teaching and Learning. There are many good ways to respond to students' remarks; none should be used exclusively.

Derek Bok Center for Teaching and Learning

The point of this tip-sheet is to help teachers to expand their responsive repertoire. At the heart of responding strategies is this: all students want to know that they have been heard. You don't have to agree always with what a student has said, but it's a good idea to acknowledge in some way that you have heard and understood them. The three building blocks of good discussion are: questioning, listening, and responding.

The key to good responses is LISTENING well. Given this, here are some strategies: Compliment the student: "Nice thought. " Say what you are thinking. Ask the student a follow-up question or series of questions, asking him/her to further refine their thinking" "What do you mean when you say...? " Say nothing. Communication Expectations. Should You Let Students Lead Discussion Boards? - Faculty Focus. Several years ago, a colleague suggested that having students lead discussions in the online classroom would be a good idea.

Should You Let Students Lead Discussion Boards? - Faculty Focus

I agreed and searched the literature for research on this topic but found nothing. No one at that point had been looking at having students moderate, or they hadn’t written about it. I still thought it was a good idea and decided to pursue this line of research by having my students moderate and follow up with an end-of-course student questionnaire. Based on my research and experience of having students moderate, I developed the following approach. I started by developing the following criteria describing how a moderator—whether instructor or student—should behave in an online course based on the literature and what I do in my online courses: Focus the discussion on course content and encourage new ideas. To help prepare students to moderate discussions, I explain why they are being asked to do this. Online Discussions. Tips for Overcoming Online Discussion Board Challenges.

Discussion boards are often viewed as the heart of online courses, and for good reason: the students can interact with one another 24/7, sharing, debating, and offering ideas, insights, suggestions, and information that stimulate the learning process.

Tips for Overcoming Online Discussion Board Challenges

Yet challenges do happen in discussion, and these can be formidable. Left alone, they can quickly limit the effectiveness of any discussion and create problems throughout the online course. If you are having problems in your discussion, there’s a good chance one or more of the following suggestions will help: Discussionboard. Are You Bored with Discussion Boards? Collaborative Strategies in Blended and Online Courses. Edutopia onlinelearning mastering online discussion board facilitation. DiscussionBoardWorksheet. ABC cs2. Establishing tone. Down and dirty guidelines for effective discussions in online courses. Tailoring Discussion Boards. Assessment and Rubrics. Using Rubrics to Grade Online Discussions - ELC Support. A rubric is a scoring scale used to evaluate a student's work.

Using Rubrics to Grade Online Discussions - ELC Support

Rubrics spell out to students exactly what is expected of them, and they list the criteria instructors use to assess students' work. Rubrics also help instructors by providing guidelines for more objective grading. The Value of Rubrics Rubrics are useful for assessing work in any classroom setting, but they are especially helpful in online courses, where all information must be clearly stated in course documents. In some courses, instructors use rubrics for each assignment. Examples. Discussion Rubrics - Pedagogical Repository. Description While faculty might hope that students can "just discuss" a topic online with little or no support, Beckett, Amaro‐Jiménez, and Beckett (2010) found that "even doctoral students may need explicit grading instructions, and therefore provide rubrics and sample responses while not stifling creativity" (p. 331).

Discussion Rubrics - Pedagogical Repository

Rubrics provide clear expectations for students regarding how an assignment, that can otherwise be subjective, will be graded. In addition to providing learner support, they can be especially helpful to instructors since they clearly state the goals for the assignment and facilitate a systematic way to assign grades. Some faculty members also employ the assistance of a teaching assistant and with multiple graders, the potential for inconsistent grading becomes high. Rubrics can help minimize that potential risk. Baker (2011) notes that it is helpful for the instructor to be very clear in their rubric, using both quantitative and qualitative elements. Baker, D.L. (2011). Online Discussion Boards & Rubrics – Center for Online Learning, Research and Service - University of Illinois Springfield - UIS. Discussions Discussion is at the heart of asynchronous online learning.

Online Discussion Boards & Rubrics – Center for Online Learning, Research and Service - University of Illinois Springfield - UIS

Critical thinking skills for students can be developed. The expanded time frame offered by asynchronous learning gives ample time for reflection. Writing skills can be honed.