How Do Discussion Boards Help Students?
Discussion boards are a form of collaborative learning and a good way to check for understanding. They also help students to develop relationships outside of the classroom.
To get the most out of discussions, instructors should provide clear guidelines for student engagement. For example, instruct students to reply to points in other posts and cite evidence.
They are a form of collaborative learning
Online discussion boards provide a social learning environment that can help students develop more meaningful collaboration skills. These skills are crucial for fostering deeper understanding and improving the ability to transfer that knowledge in new contexts.
To keep the conversation lively, instructors should encourage a mix of responses. For example, they can use the popular video-creation tool VoiceThread to encourage students to make more visual posts. They can also ask students to write short, informal-style responses as well as longer essay-like ones.
In addition, it’s important for instructors to communicate their expectations clearly. They should outline their approach in the syllabus and reiterate it in course announcements. They can also assign milestones, such as a certain number of posts by a certain date and additional replies and reactions by another date.
Instructors should be aware that discussion board interactions often require more complex thinking than classroom discussions. This is because of the dynamic nature of online communication, where what was posted in the past can influence future posts.
They extend the classroom experience
Discussion boards provide collaborative learning opportunities and help students develop the skills to apply course material outside of the classroom. However, these interactions can be frustrating for instructors who have to deal with student apathy and indifference. In a recent article by Inside Higher Ed, instructors shared some strategies for encouraging engagement in online discussions.
Instructors should be clear in communicating their expectations for discussion board assignments, including how much participation will be rewarded. They should also encourage students to explore different ways of responding, such as using PowerPoint presentations and YouTube videos in addition to written responses.
Instructors can also make it clear that they will be evaluating the quality of each response rather than just counting the number of posts. Moreover, they can ask students to write a summary of the entire discussion so that they will be forced to read and evaluate all of the contributions. This will improve the quality of their own writing and increase the depth of their understanding.
They allow for a deeper exploration of topics
Discussion boards are one of the most powerful examples of social learning. While they’re often viewed as a substitute for class notes, they allow students to interact with their classmates in a more informal way that fosters collaboration. Discussion boards also enable instructors to get a deeper understanding of what students are thinking and how they connect to their classroom experiences.
Hodges recommends that instructors communicate clear expectations for discussions in the syllabus and course announcements. This ensures that students know how to participate and what kind of posts will be evaluated. He says it’s important to avoid grading posts solely on the number of words or the amount of effort put into a post. Instead, give high marks for timely and thoughtful responses that build on previous contributions.
To increase student engagement, instructors should try implementing multimedia into discussion prompts. For example, dyadic interviews are an excellent way to encourage student interaction by asking them to interview each other in pairs.
They are a good way to check for understanding
Discussion boards can help instructors check for student understanding. They can be used in synchronous (everyone online at the same time) or asynchronous (everyone online at different times) courses. They can also be used in blended learning environments. However, it is important to consider the pedagogical goals of your course before using them.
Some instructors use rote approaches to discussions, which can be frustrating for students. They may post a prompt and then ask their students to respond to a few of their peers. This approach can lead to surface learning, which is not what instructors are hoping for.
To encourage more meaningful participation, instructors should provide timely feedback to their students. A clear, concise and general feedback is more informative than a specific response to an individual student’s post. Feedback should also be tied to the aim of the discussion. This will help students to understand how their participation and contributions are supporting course objectives.