Tag Archives: discussion boards

Learning Design Basics

Fostering Collaborative Learning: Strategies for Quality Student Engagement

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Dive into the world of interactive learning! Discover how innovative tools and strategies are revolutionizing student engagement in online education. 

Imagine a classroom where discussions aren’t a chore, but a chance to bounce ideas off classmates, explore topics creatively, and even have a little fun. That’s the power of collaboration in action!  It explores why working together is essential for learning, the pitfalls of traditional discussion boards, and exciting tech tools that can transform your classroom experience. 

Why Collaboration Makes You Smarter 

The significance of collaboration in education is highlighted by research conducted by Johnson et al. (2014), emphasizing the advantageous outcomes of peer interaction. Collaboration fosters active learning, where students don’t just passively absorb information, but actively engage with it. It also encourages critical thinking as students analyze different perspectives and social learning as students learn from your classmate’s ideas and approaches (Adams & Wilson, 2020; Bender, 2005).  Group work can even make learning more authentic, as students grapple with real-world problems that require teamwork. On top of that, collaborating with others can help combat feelings of isolation, making the classroom a more supportive and engaging environment (Swan, 2017). 

Why Some Conversations Can Be Boring 

Traditional discussion boards often fall short of achieving the objectives crucial for meaningful student engagement (Brame & Biel, 2015). Common problems highlighted by Bender (2005) reveal why some conversations can be downright boring. These issues include an overwhelming number of discussions, repetitive posting formats (such as the infamous “post once, reply twice” pattern), poorly formulated questions that fail to spark conversation, and lengthy requirements that resemble essays rather than fostering interactive dialogue. Such shortcomings have a detrimental effect, stifling creativity, dampening engagement, and transforming what should be lively exchanges into mundane tasks. Despite being a staple in online education, traditional discussion boards frequently miss the mark in meeting multifaceted educational goals ( Bender, 2005). 

However, recognizing and addressing these deficiencies opens the door to unlocking the full potential of online discussions. By understanding the importance of stimulating intellectual curiosity, encouraging diverse perspectives, and fostering an inclusive environment for idea exchange, teachers can transform mundane discussions into dynamic learning experiences (Brame & Biel, 2015). Specific learning experiences can include: 

  • Stimulating intellectual curiosity among students. 
  • Encouraging diverse perspectives and viewpoints. 
  • Facilitating the exchange of ideas in a supportive and inclusive environment. 
  • Promoting active participation and engagement in discussions. 
  • Enhancing students’ critical thinking skills through analytical discourse. 
  • Fostering collaborative problem-solving abilities through interaction with peers. 
  • Supporting the attainment of learning goals and outcomes through effective discussion facilitation. 
The Interactive Advantage: How Technology Breathes Life into Discussions 

The good news is that a range of interactive technologies can transform discussion boards from stagnant forums to vibrant hubs of learning. These tools not only encourage participation but also foster deeper engagement and collaboration among students (Bender, 2005). 

Imagine a discussion board where active collaborations can be established, and student-to-student interactions are more engaging.  Within discussion boards instructors can post or link various resources (written prompts, documents or multimedia). Students then ditch the text box for recorded short responses (audio or video), fostering creativity and engagement. Discussion boards even allow instructors to break students into smaller groups, enabling focused discussions on multiple topics simultaneously (Bender, 2005). 

Image of a discussion text box with the options of uploading, recording, or existing files.

To take the collaboration a step further. Instructors can use various software available to them to empower students to record, explore, and express their thoughts to the forum. This fosters richer discussions as classmates can build upon each other’s ideas and engage with the material in a more interactive way.  Whether typing out responses or recording audio/video comments, interactive discussion boards can foster a vibrant and engaging learning environment (Adams & Wilson, 2020).  This can be achieved using the following: 

  • Media Library: Students can record audio responses right within the thread.  Students can record a 5 minute audio file. Instructors can use Media Library in the same way.  Students, can appreciate the convenience of recording audio directly within the discussion thread, without the use of outside software and equipment. The 5-minute limit encourages concise yet meaningful contributions(Adams & Wilson, 2020). Knowing that instructors can listen to student responses adds a sense of accountability and can motivates students to prepare thoughtfully. When grading student discussion assignments, instructors can record (audio or video) directly into D2L. All recorded audio files can only be  up to 5 minutes, but video files can be up to 30 minutes, allowing instructors time to provide a more detailed feedback.  Instructors personalized feedback via multimedia can enhance student understanding with the use of thorough explanations and visual aids. This can add more teaching presence and make the grading experience more personable for students (Adams & Wilson, 2020).
Image of an instructor feedback display with green arrows pointing to record video and record audio. Next to the arrows are images of the recording displays for each type.
  • Kaltura MediaSpace: Students can either record within the system or upload files to the system, which can be added to the thread. Videos recorded within Kaltura can be over 30 minutes and audio can be over 5 minutes (Adams & Wilson, 2020). Using Kaltura, students can create engaging video presentations or record audio explanations. This can be empowering to students to offer the option to choose the medium that suits their learning style. 
  • Microsoft Teams: Teams now have whiteboards that can be developed using either preset templates or created prompts.  Instructors can link the whiteboard to the discussion board, allow students to collaborate, then discuss the assignment. Teams’ whiteboards encourage collaboration. Students can collectively brainstorm, sketch concepts, and work on group assignments. It can provide students with the feeling of personal interaction within a virtual classroom where ideas flow freely. 
  • H5P: Instructors can create interactive learning content, such as a 360 virtual tour, Timelines, Column, and more. Once developed content can be added directly to a forum for student access. This can inject excitement into the learning process and provides students with various ways to engage with the material. 
Interactive Activities: Breathing Life into Online Learning 

The good news is that a variety of interactive online activities can transform online learning from a passive experience to a dynamic and engaging one (Swan, 2017). Let’s explore four main types of interactive activities: 

  • Collaborative Learning: This approach focuses on individual learning through student interaction (Johnson et al., 2014). Activities like: 
      • Peer Brainstorming: One effective activity within this approach is Peer Brainstorming. During peer brainstorming, students collaborate to generate ideas on various topics, such as literature reviews, research thesis statements, or presentation topics. This process not only fosters critical thinking but also encourages collaboration among peers.  
        • Key considerations for successful peer brainstorming:  
          • Group Preparation: Before the brainstorming session, students should be well-prepared. This includes understanding the topic, doing any necessary research, and having a clear idea of what they want to contribute.  
          • Desired Outcome: Students should have a shared understanding of the brainstorming session’s purpose. Are they seeking innovative ideas, problem-solving strategies, or creative approaches? Clarifying the desired outcome helps guide the discussion. 
          • Interaction Expectations: Establish ground rules for interaction. Encourage active listening, respectful communication, and openness to diverse viewpoints. Students should feel comfortable sharing their thoughts without fear of judgment.   
      • Peer Feedback: Madeline & Richards (2016) highlight the benefits of peer review, where students provide constructive feedback to improve each other’s work.
        • Tips: Providing a clear template and ensuring feedback is Informative (I), Constructive (C), and Effective (E) enhances the learning experience. 
        • Group Research: Students collaborate on research projects.  
        • Considerations: Establish the desired outcome, set expectations for shared tasks, and explore technology tools that can facilitate collaborative research. 
  • Cooperative Learning: Here, students work towards a shared goal in a final project. This fosters teamwork, accountability, and communication skills. Activities that foster cooperative learning can include: 
    • Jigsaw: Students become “experts” on a specific topic and then teach their knowledge to their peers (Brame & Biel, 2015). This promotes active learning and information retention. 
    • Group Projects: Students work together on a research project or presentation, requiring them to leverage individual strengths and manage group dynamics. 
    • Simulations: Role-playing scenarios allow students to apply their knowledge in a realistic setting, fostering critical thinking and problem-solving skills. 
  • Team-Based Learning: This approach emphasizes learning from one another within a team to gain a deeper understanding of a specific topic (Johnson et al., 2014).
    • Team Debates: Student’s research and debate opposing viewpoints on a topic, encouraging critical thinking and persuasive communication skills. 
    • Case Studies: Teams analyze a real-world scenario and develop solutions, fostering problem-solving and decision-making skills. 
    • Four Corners: Activities like Four Corners ignite spirited discussions, fostering divergent viewpoints and collective learning, encouraging active participation and discussion.  
      • Considerations: Define clear expectations for group discussion and establish grading criteria for team interaction. 
  • Problem-Based Learning: Activities center on solving a specific problem, encouraging collaboration and critical thinking. This approach is like collaborative learning but focuses on solving a specific problem rather than a broader topic. 

Interactive learning, fueled by technology and engaging activities, holds the power to transform the educational landscape (Swan, 2017). It offers a departure from traditional discussion boards, providing students with dynamic platforms for collaboration and exploration. By embracing the interactive advantage, learners can actively participate, engage with peers, and cultivate critical thinking skills essential for lifelong success.  

No matter if you and your students are recording audio and video files or you are creating interactive learning activities for students, our team can assist you with both. If you want to explore how to best incorporate the use of these D2L tools and software in your course, reach out to us via email or through Bookings.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Adams, B., & Wilson, N. (2020). Building community in asynchronous online higher education courses through collaborative annotation. Journal of Educational Technology Systems, 49(2) 250-261. https://doi:10.1177/0047239520946422 

Bender, T. (2005). Role playing in online education: A teaching tool to enhance student engagement and sustained learning. Innovate: Journal of Online Education, 1(4). 

Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. 

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3 & 4), 85-118.  

Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293

Kampus Production. (2020) Multiethnic students doing research together in library [Photograph]. Pexels. https://www.pexels.com/photo/multiethnic-students-doing-research-together-in-library-5940844/  

 

Alekhya Jonnagaddala, is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is pursuing a master’s in information assurance (MSIA). She has worked in the IT industry for 2 years as a Software Engineer and spends her leisure time cooking.  

Learning Strategies

What Students Can Derive From Purposeful and Deep Learning Discussion Boards

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Presently, technology has integrated itself into the educational system and completely changed how we study. The usage of online discussion boards is one such innovation that has completely changed the way students learn. Discussion boards for deep and purposeful learning can support students by engaging in meaningful interactions with their peers and teachers, thus improving learning results (Osborne et al., 2018).  According to the National Survey of Student Engagement (NSSE) (2018), students who participate in online discussion boards report better levels of engagement and satisfaction with their learning experience.  The regular use of online discussion boards can contribute to an increase in both a sense of online community (social presence) and learning on a deeper level (cognitive community) (Garrison et al., 2010).  These are only a couple of the several benefits offered by discussion boards.   

Benefits of Deep Learning Discussion Boards for Students 
  • Students are more likely to develop and utilize critical thinking. Discussion boards encourage students to submit queries, dispute hypotheses, and assess ideas, which fosters analytical and critical thinking skills. Students gain the ability to study a subject from several angles, take into account arguments and ideas, and draw their own conclusions when they participate in conversations (Osborne et al., 2018). They improve their capacity for critical thought and problem-solving skills by doing this. 
  • They enhance collaboration skills. Students are strongly encouraged to collaborate, offer input, and build on one another’s expertise via a discussion board. This improves their teamwork skills, preparing them for future employment where collaboration is important.

Online discussion boards can be configured for anonymous posts, offering some students a secure environment. The anonymity of discussion posts, according to Bunker and Ellis (2001), “can encourage the shy learner who may hesitate to interact in face-to-face teaching and fail to ask for assistance or clarification if needed” (pp.3-4), to participate more and provide honest and open communication online. When they are anonymous, it reduces the risk of social stigma or judgment (Bunker & Ellis, 2001). The anonymity of discussion posts also can be seen as a way to protect freedom of speech and the ability to express unpopular or controversial opinions without fear of retaliation. Compared to face-to-face engagement, discussion boards can allow students 1) more time for reflection and 2) a potentially less stressful environment   to express their ideas and perspectives​ (Douglas, 2020)​. 

  • Students develop a stronger class community. Positive changes in the classroom environment can be seen in the way that students interact with one another, how they trust one another more, how many questions they ask the teacher, and how they feel that the course is worthwhile and relevant to their needs​ (Rovai, 2004)​. By feeling more connected to their peers and the course material, students are likely to perform better academically. According to studies by Pekrun et al. (2009), a supportive learning environment can boost students’ motivation, engagement, and academic performance.  
  • Learning occurs from peer reviews. Additionally, discussion boards allow students to benefit from peer evaluations. They get feedback from their peers, which can be used to discover areas for development and improve their comprehension of the subject. This encourages analysis and active deep learning. 
  • It is easier to create an informed opinion. There are long intervals of time scheduled for a discussion online to consider the claims and assertions made by the other participants. Adequate research can be conducted on any questions, which additionally strengthens the points being presented. There is no longer a requirement for a prompt response.  In this approach, well-considered opinions are encouraged.  

Given the circumstances, students may gain a variety of advantages by taking part in focused and in-depth learning discussion boards. Students can gain a lot by taking part in these kinds of activities, from improving their comprehension of the course content to enhancing their critical thinking and communication skills. 

If you need assistance with developing engaging discussion boards, the SCSU Online and Distance Learning team can help.  We can provide the proper guidance and tools for any course.  Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

For more information on applying active learning strategies, check out this previous blog post.

References:

Bitar, J. (2018, December 5). Indiana University Center for Postsecondary Research releases findings from a 2018 survey of student engagement. Higher Education Today. https://www.higheredtoday.org/2018/12/05/indiana-university-center-postsecondary-research-releases-findings-2018-survey-student-engagement/   

Blackmon, S. J. (2012, July). Outcomes of chat and discussion board use in online learning: A research synthesis. Journal of Educators Online, 9(2).  https://eric.ed.gov/?id=EJ985399  

Burton, K. (2020). Faceless woman freelancer using computer in street
 [Photograph]. Pexels. https://www.pexels.com/photo/faceless-woman-freelancer-using-computer-in-street-6084521/ 

Douglas, T., James, A., Earwaker, L., Mather, C., & Murray, S. (2020). Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions. Journal of University Teaching &Learning Practice, 17(3). https://doi.org/10.53761/1.17.3.7    

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002

Osborne, D. M., Byrne, J. H., Massey D. L., & Johnston A. N. B. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student student collaboration: A mixed method study. Nurse Education Today
Volume 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014

Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher Education, 7(2), 79-93.  https://doi.org/10.1016/j.iheduc.2003.10.002  

Schneider, A. (2022, March 30). 5 online discussion benefits to improve your student’s thinking- Schnaq. Schnaq Bloq. Retrieved April 18, 2023, from https://schnaq.com/blog/en/online-discussion-benefits/  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.