1. Swapna Kumar, EdD Boston University April 30, 2009

2.  Synchronous or Asynchronous Discussions?  Online or face-to-face?  Individual or Group-work?  Optional or Mandatory?  Amount of Structure? Swapna Kumar, April 20092

3.  Pilot (Email Feedback)  Two case studies: One graduate and one undergraduate course ◦ Professor interviews (before, mid-term, and end of semester) ◦ Student interviews (n=26)  Professor Interviews (45-60 mts) ◦ Goals when using online discussions ◦ How they use and evaluate online discussions ◦ Perceived benefits or challenges when using online discussions Swapna Kumar, April 20093

4.  Online Course ◦ Student-student interaction ◦ Student participation ◦ “Getting to know” the student  Blended Course ◦ Student-student interaction ◦ “Continuous conversation” ◦ Continuous engagement with course topics ◦ Students get more exposure to other points of view ◦ Swapna Kumar, April 20094

5.  Discussion questions/prompts ◦ Provide a prompt ◦ Student/Group posts a prompt each week ◦ Students post reactions to readings/video/ newspaper article/podcast ◦ One student leads the discussion each week ◦ Students post responses to peer contributions 5Swapna Kumar, April 2009

6. ◦ Professor assigns groups or Students form groups ◦ Professor provides the same question for each group ◦ Professor provides a discussion prompt for each group ◦ Groups discuss case studies or field experiences ◦ Group summarizes/presents in the classroom 6Swapna Kumar, April 2009

7. ◦ Mandatory discussion participation ◦ Set a deadline for postings ◦ Model a couple of postings/Provide instructions for acceptable language ◦ Provide the grading rubric (if applicable) ◦ Provide options for required postings 7Swapna Kumar, April 2009

8. ◦ Increased student-student interaction ◦ Increased student-content interaction ◦ “Flow” or “Synergy” between classroom and online ◦ Additional medium of communication ◦ Students talk more to each other online, to the professor in-class Swapna Kumar, April 20098

9. ◦ Professors become more familiar with individual student challenges ◦ Exposure to student knowledge ◦ Clarify problematic terms or topics ◦ Include in classroom session ◦ Reflect on / Add to classroom discussion Swapna Kumar, April 20099

10. Swapna Kumar swapnac@bu.edu Swapna Kumar, April 200910