Online Discussions for Student Interaction Swapna Kumar School of Teaching and Learning April 15, 2011

Background Semi-structured Interviews (n=34) Goals when using online discussions Use (Structure, Facilitation & Assessment) of online discussions Perceived benefits or challenges Online Discussion Analysis Interaction Collaborative Knowledge Construction Swapna Kumar 04/14/11 2

Agenda Benefits of Online Discussions Best Practice Online Discussion Use Integration in the classroom Swapna Kumar 04/14/11 3

Benefits of Online Discussions Student comprehension of course concepts Reflection Time to think, less pressure, less inhibitions Increased engagement and interaction Increased student-content interaction (Angeli, Bonk, & Valanides, 2003; Biesenbach-Lucas, 2003; Dabbagh, 2002; Dietz- Uhler & Bishop-Clark, 2002; Fauske & Wade, 2003; Gorski et al., 2000; Hara, Bonk & Angeli, 2000; Kumar, 2007; Meyer, 2003; Schaff, 2003; Slavit, 2002; Tiene, 2000, Vaughan & Garrison, 2005; Young, 2002) Swapna Kumar 04/14/11 4

Benefits of Online Discussions Increased familiarity with individual student challenges and students’ prior knowledge Clarification of problematic terms or topics Interaction among students; Decreased focus on the professor Continuous conversation and engagement with course content Additional medium of communication Swapna Kumar 04/14/11 5

Online Discussion Decisions Content: Online or in the classroom? Individual or Group? Optional or Mandatory? Instructor Prompts or Student Reactions? Swapna Kumar 04/14/11 6

To Participate or not to participate? Grading Rubric or Participation Grade? Before or After classroom discussion? Online Discussion Decisions Swapna Kumar 04/14/11 7

Online Discussions before Classroom Discussion Exposure to student knowledge Clarify problematic terms or topics Steer “off-course” discussions Preparation for class sessions Students complete readings Students discuss readings online Professor reads online postings Professor prepares classroom session Classroom discussions Swapna Kumar 04/14/11 8

What happens in the classroom? Summarize online discussions Ask a student or group speaker to synthesize or summarize topics or group discussion Introduce resources or questions that further thinking, increase complexity of the problem,“contextualize” and “apply” concepts or methods Take discussions to another level or “cement” them in the classroom Swapna Kumar 04/14/11 9

Online Discussions after Classroom Meetings Students complete readings Classroom discussions on the readings Professor summarizes postings/provides resources online Students discuss course content online Swapna Kumar 04/14/11 10

What happens online? After a classroom session Reflect on classroom discussion / “Wrap up” classroom discussion Provide a prompt, controversial question Provide additional resources that extend discussion Ask students to “tie it all together” Swapna Kumar 04/14/11 11

Online Discussions Valuable in On-campus courses Give students a “voice” Model online discourse Prepare students for virtual work or teaching Swapna Kumar 04/14/11 12

Thank you! Questions/Comments Swapna Kumar 04/14/11 13

References Angeli, C., Valanides, N., & Bonk, C.J. (2003). Communication in a web-based conferencing system: The quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), Biesenbach-Lucas, S. (2003). Asynchronous discussion groups in teacher training classes: Perceptions of native and non-native students. Journal of Asynchronous Learning Networks, 7(3), Dabbagh, N. (2002). Using a web-based course management tool to support face-to-face instruction. The Technology Source. Retrieved February 4, 2006, from instruction/ Dietz-Uhler, B., & Bishop-Clark, C. (2002). The psychology of computer-mediated communication: Four classroom activities. Psychology Learning and Teaching, 2(1), Fauske, J., & Wade, S.E. (2003). Research to practice online: Conditions that foster democracy, community, and critical thinking in computer-mediated discussions. Journal of Research on Technology in Education, 36(2), Gorski, P., Heidlebach, R., Howe, B., Jackson, M., & Tell, S. (2000). Forging communities for educational change with discussion groups. Multicultural Perspectives, 2(4), Hara, N., Bonk, C.J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28(2), Kumar, S. (2007). Professor Use, Facilitation, and Evaluation of Asynchronous Online Discussions in On- campus Courses. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp ). Chesapeake, VA: AACE. Swapna Kumar 04/14/11 14

Kumar, S. (2010). Faculty Reflections on Decision-making and Pedagogical Use of Online Activities in Teacher Education Courses. In J. Yamamoto, J. C. Kush, R. Lombard, & J. Herzog (Eds.). Technology Implementation and Teacher Education: Reflective Models. pp Hershey, PA: IGI Global. Meyer, K.A. (2002). Quality in distance education: Focus on on-line learning. Hoboken, NJ: Jossey-Bass. Schaff, M. (2003). Student perceptions of technology and how it impacts their learning: A technology integration experience. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp ). Chesapeake, VA: AACE. Slavit, D. (2002). Expanding classroom discussion with an online medium. Journal of Technology and Teacher Education, 10(3), Tiene, D. (2000). Online discussions: A survey of advantages and disadvantages compared to face-to-face discussions. Journal of Educational Multimedia and Hypermedia, 9(4). Vaughan, N., & Garrison, D.R. (2005). Creating cognitive presence in a blended faculty development community. Internet and Higher Education, 8(1), Young, J.R. (2002). "Hybrid" teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education, 48(28). References Swapna Kumar 04/14/11 15