Teaching online can be an really, really great experience. But, it can also be quite challenging. Students who elect to take online courses have a myriad of reasons to do so; and one of the most prevalent reasons is a lack fo time to devote to full time graduate school study (so eliminating drive time and distance can give back valuable minutes). Sometimes, this lack of time for full time professionals with full time parenting requirements and flt out exhaustion can interfere with even the most valiant student warrior.
Therefore, online college professors must use a bunch of techniques and tools to make the students watn to/need to be participating members of the class. One of the most key and critical parts of building a class synergy and culture is through the online discussion boards. The professor posts a discussion question that students must respond to within the week. The following are some things I have learned about building an engaging and interactive DB experience for the students AND the professor:
Last term was my first term to teach at Kaplan. I had a small class, and several of the students just didn't post until the last moment. Reports are generated if we, the professors, have discussion boards where we have posted less than some number (was it 10?). It was a difficult situation because I felt like I was monopolizing the DB, and still the students didn't post until the last minute or not at all.
This term I decided I was going to attack this problem head on. As we all do, I posted my expectations for the DB on announcements. I used a rubric that Robin James had sent me last quarter that we got through emails and even (I think) through a faculty meeting:
DISCUSSION BOARD RUBRIC: You will be graded on the quality of your initial discussion board post and your responses to classmates. A high quality post includes: Initial discussion board question is accurate and detailed (0-6 points) Postings contain one or more critical thinking questions to stimulate interaction (i.e., advance the discussion). (0-6 points) Postings contain outside research for example, web links, articles, etc. (0-6 points) Responses to others (at least 2) are thoughtful and advance the discussions. (0-6 points) Postings and responses are respectful in tone. (0-3 points) Postings use appropriate APA format and writing mechanics.(0-3 points) Things to remember: 1. Enter the site at least 3 times per week to promote appropriate classmate discussion. 2. Respond to at least two classmates... 3. Make sure to add a reference list at the bottom of your original post and make sure to cite in the text of your post. Resources can be from outside internet sources. 4. Make sure to USE APA formatting. Do all these things and you are on your way to getting all possible points
Then, on the first week of posts, I began posting once in the morning and once in the evening (sometimes those posts were just emails that I sent to the students giving further directions). I paid attention to each poster and encouraged them with discussion furthering probes. And, those students who didn't post yet received an email from me telling them how many minutes that I had seen them on the Unit and was there anything I could do to help them get going.
Now, remember, it's a lot easier to do nothing because it was like opening a can of worms with students sending me emails about new standards for DB as well as some folks not appreciating me "checking up on their minutes." But, now they knew I did; but I tried to do so in a caring manner that told them I was all about not letting them get behind.
When I graded the DB I attached the rubric (just the grading part) and had a short comment after each section grade as to why I gave them that grade. I was soon to discover that my class did not know very much about APA. I actually spent most of one seminar showing the students how to use their APA manual to set up an APA reference. This helped (but for only half the class because only half were there). Then, I found Diane Martinez at the Kaplan Writing Center, and she volunteered to come teach one of my seminars on APA; however, at this point, I was just able to give the students the link to the seminar she had done for the WC. You can lead those students to the information, but they have to take the opportunity.
The next Unit, I used the rubric again and copied/pasted it to the comment window of the grade for the DB without comment. I had to give them time to digest what I was writing to them, and I also wanted them to start using the rubric to figure out how they would grade themselves if they were in my position. Some were not pleased that they received a lower grade for not advancing the discussion; I had to point out that if they were there (or at least only posted one day within minutes of each post) that they were not really advancing the discussion. And, if they didn't post by Saturday evening, that they were not an active member of our community. This wasn't really popular; but it did catch on. Here's what the rubric looks like without all the other info:
DISCUSSION BOARD RUBRIC
· Initial discussion board question is accurate and detailed (0-6 points)
· Postings contain one or more critical thinking questions to stimulate interaction (i.e., advance the discussion). (0-6 points)
· Postings contain outside research for example, web links, articles, etc. (0-6 points)
· Responses to others (at least 2) are thoughtful and advance the discussions. (0-6 points.
· Postings and responses are respectful in tone. (0-3 points)
· Postings use appropriate APA format and writing mechanics.(0-3 points)
The next unit, I decide to up the ante, I wanted their discussions to not only be timely but to give us a greater depth of knowledge in our discussions. Here's the email and announcement that I sent out in advance:
WE are now into Unit 5, we have been slowly building our DB expertise. At this point in the process, here are some pretty general things that we should be seeing to fully address the DB rubric:
DISCUSSION BOARD RUBRIC:
· Initial discussion board question is accurate and detailed (0-6 points) Be sure and put those questions in the original assignment in your post so that you fully answer. Use specific information to prove your point.
· Postings contain one or more critical thinking questions to stimulate interaction (i.e., advance the discussion). (0-6 points) It's not enough to just compliment or agree with your colleagues, build on their information or offer a divergent point of view if necessary. Sometimes serving as the devil's advocate can help get some really thoughtful discussions going.
· Postings contain outside research for example, web links, articles, etc. (0-6 points) If all you are using is our textbook as your only reference, you are not going far enough. If you have an interesting point to make, then find references and resources that assist you in making that point.
· Responses to others (at least 2) are thoughtful and advance the discussions. (0-6 points) Don't stop at agreement; build upon what is given and ask questions! If you are only going to the DB once or twice a week (or the last day of the week), you are very limited (and your grade will show it) in advancing the discussion.
· Postings and responses are respectful in tone. (0-3 points) You all have been wonderful at this.
· Postings use appropriate APA format and writing mechanics.(0-3 points) This is still a major problem for many of us. It is necessary for you to go to the announcements board on our class and go to the APA Writing Workshop for an hour. This will make a huge difference in this course and future courses at Kaplan.
Well, we are in Unit 5 now. The discussions began early (in fact, they actually started before we got to Unit 5 because I started posting notices in the announcements--- got the idea on the new faculty Kaplan blog---on first poster rights and best posters). I have to get to the DB every morning before my full time job and every evening when I get home to check on the progress. In fact, I can hardly wait to get there (and I am pretty sure that the students feel the same). It is now Sunday morning, and we have 86 posts. It's very exciting.
However: at 3:30 A.M. (yes, I am a middle aged insomniac), I got this email from a concerned student:
Sent: Sunday, November 15, 2009 12:15 AM
To: Jan Borelli
Subject: Discussions
Dr. Jan,
Good Morning,
I have a question and I hope you understand what and why I am asking and I am asking with the utmost respect.
I'm just a bit concerned about our discussion boards. I was not aware of and I don't see it listed anywhere that the first person to post wins anything. I'm also concerned because somehow I am now feeling like this is a competition. You wrote something about the winner of the "Best Poster". Please explain this to me as I was not aware that this was a competition (competitions make me panic!).
Sincerely,
A Student
Here's what I wrote her:
Dearest Student,
No, there is no "official" competition. However, I love to be able to give folks a "vision" of what excellence is. How can you get better if you don't know what excellence looks like? So, I chose two of the best posters for reasons of frequency, discussion extenders, etc. I started the "first poster" where I awarded that distinction because I found that many waited until the end to participate thereby limiting the ability of us all to comment and spark further discussion; it was my goal to get everyone talking earlier... and it seemed to work. I have never seen such quality and depth of discussions as we have had this week.
Don't panic. Nothing bad happens for not being the best; however, if you see some way of posting that is considered the best, then you can join in. My dream for this class is that when you leave you remember this class as a very formative time for you... maybe when you learned how to effectively use APA or maybe where you learned how to engage in an online discussion that furthered your understanding or maybe where you learned how to connect with others through effective discussion or maybe where you learned how to operate a constructivist classroom.
Haven't you found that there are some folks on our DB that you are connecting with? I have. To me, this is important because it is through this connection that we come to know each other and develop relationships that help us become more challenged and more engaged.
Now, I want you to place how we are using our DB within the context of a constructivism classroom. We are making sense of what we know from what we have known to what we are learning. We are telling stories that help us make sense of what we are learning. We read each other's writings and then that sparks more discussion; and we are coming along. Try to visualize these discussions taking place in real time where we are challenging each other to think and reason and further the discussion; we are making the most of being able to think it over and respond rather than having to snap out our responses. (How many times have we gone home after a discussion and said, gee, I wish I had thought of that then... with asynchronous discussions... we actually can think of it then!)
I am trying to continually probe the nature of everyone's understanding. And, the only way I can get there is by getting discussion and furthering discussion. So, inspiring our class to think more and do more helps us. Do you understand my reason? I am trying to model for you how you will use this method with your own students. And, while competition and high expectations can be a little daunting, it requires us all to be a part. And, it gets some to question what we are doing and why we are doing it (like you are doing).
What say you? I guess you can tell that I have serious issues with insomnia (lol)!
Jan G. Borelli, Ed.D.
Adjunct Professor
Kaplan University
Don't follow where the path may lead... go where there is no path & leave a trail.
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