Professional Documents
Culture Documents
2 Copyright 2012
Mark A. Maddix
Northwest Nazarene University
Abstract: In Christian higher education, most teaching and learning has been confined to the tra-
ditional classroom. However, with the advent of computer technology many universities and semi-
naries are offering online courses and programs. These online courses provide facilitators and teach-
ers with a different learning context. One of the most important social learning components o f online
learning is discussion forums. These forums provide a context for faculty-student and student-
student interaction. For teachers facilitating discussion, this can become an overwhelming task, espe-
daily when there is too much or not enough student interaction. This article addresses such questions
as: How can teachers ensure that discussion is contributing to learning. How much interaction is nec-
essary and what constitutes effective interaction? How can we ensure that students engage in
thoughtful discussion?
This article explores how teachers can facilitate effective online learning through discussion.
The article also presents a framework for effective online discussion called the Community Inquiry
Model (Garrison & Anderson, 2011). The article provides guidelines for teachers to develop discus-
sion board rubrics and effective faculty-student and student-student interaction in online courses.
The article concludes by providing best practices o f online discussion based on current research and
personal experience in teaching online courses.
Key words: Teaching and Learning, Online education, Online discussion, theological education, and
social interaction.
Introduction
Christian educators believe that learning and growth take place best
through social interaction in a communal setting. Historically, communal
learning activities took place in a traditional classroom context. However,
with the advent of technology, many universities and seminaries offer courses
online. While learning communities have been considered to be bound to a
traditional classroom (Palloff & Pratt, 1999, p. 21), the growth of social net
MADDIX: Effective Online Learning Through Discussion 373
In distant learning contexts there are two types of online discussion. One
is synchronous, which includes real time discussions, and the other is asyn-
chronous, which includes online discussions that do not take place in real
time. In most online courses, asynchronous online discussions have become
most widely used to support student interaction. An asynchronous online
discussion is a text-based, computer-mediated communication that allows
human-to-human interaction without time and location constraints (Xie,
Durrington, & Yen, 2011, p. 17). Research suggests that asynchronous online
discussions have many positive attributes. Online discussions enable conve-
nient interactions between student and fellow students, and between students
and teachers. The facilitation of online discussion extends collaborative
knowledge construction and information distribution, as well as supporting
cognitive and metacognitive engagement of reasoning and argumentation
(Xie, Durrington, & Yen, 2011, p. 17). The successes of online discussions
have been connected to the attitude of students, particularly in fostering a
sense of community and relationships.
Since the majority of online courses include asynchronous online discus-
sion forums, the primary focus of this chapter is to discover how to develop
effective asynchronous discussions. Also, research indicates that the most
effective asynchronous courses include some synchronous online discus-
sions. For example, some online courses use Skype, Jing, or Adobe Connect
to provide real-time video discussions. The benefits of providing these syn-
chronous online discussions are in building relationships between students
and faculty and providing an opportunity for live interaction. It is recom-
mended that online classes include both asynchronous and synchronous on-
line discussions.
C om m unity of Inquiry
Setting
Climate
C om m unication M edium
learning. Even though the seven practices are designed for undergraduate ed-
ucation they are generalizable to post-secondary education. These seven
principles provide a theoretical framework to evaluate effective online learn-
ing. They include the following principles of good teaching practice:
1. Encourages contact between students and faculty. Frequent student-
faculty contact in and out of classes is the most important factor in student
motivation and involvement. Faculty concern helps students get through
rough times and keep on working. Knowing a few faculty members well en-
hances students intellectual commitment and encourages them to think
about their own values and future plans.
2. Develops reciprocity and cooperation among students. Learning is
enhanced when it is more like a team effort than a solo race. Good learning,
like good work, is collaborative and social, not competitive and isolated.
Working with others often increases involvement in learning. Sharing ones
own ideas and responding to others reactions sharpens thinking and deepens
understanding.
3. Encourages active learning: Learning is not a spectator sport. Students
do not learn much just by sitting in classes listening to teachers, memorizing
pre-packaged assignments, and spitting out answers. They must talk about
what they are learning, write about it, relate it to past experiences, and apply
it to their daily lives. They must make what they learn part of themselves.
4. Gives prompt feedback Knowing what you know and do not know
focuses learning. Students need appropriate feedback on performance to
benefit from courses. When getting started, students need help in assessing
existing knowledge and competence. In classes, students need frequent op-
portunities to perform and receive suggestions for improvement. At various
points during college, and at the end, students need chances to reflect on
what they have learned, what they still need to know, and how to assess
themselves.
5. Emphasizes time on task: Time plus energy equals learning. There is
no substitute for time on task. Learning to use ones time well is critical for
students and professionals alike. Students need help in learning effective time
management. Allocating realistic amounts of time means effective learning
for students and effective teaching for faculty. How an institution defines
time expectations for students, faculty, administrators, and other professional
staff can establish the basis of high performance for all.
6. Communicates high expectations: Expect more and you will get more.
High expectations are important for everyonefor the poorly prepared, for
those unwilling to exert themselves, and for the bright and well-motivated.
Expecting students to perform well becomes a self-fulfilling prophecy when
teachers and institutions hold high expectations for them and make extra
efforts.
378 Christian Education Journal
7. Respects diverse talents and ways of learning. There are many roads
to learning. People bring different talents and styles of learning to college.
Brilliant students in the seminar room maybe all thumbs in the lab or art stu-
dio. Students rich in hands-on experience may not do so well with theory.
Students need the opportunity to show their talents and learn in ways that
work for them. Then they can be pushed to learn in new ways that do not
come so easily (Chickering, 1987).
Since online discussion is the heart of online courses, it is imperative that the
teacher provides clear expectations about how student interaction is to be
measured. A robust discussion board rubric is essential to effective online
learning.
3. Facilitate and manage online interaction on a regular basis. The
teacher is to facilitate the pace of the course by monitoring the class on a
daily basis. This includes answering all outstanding questions for each mod-
ule or section, providing whole class feedback at regular intervals, and be-
ing proactive in contacting students who are falling behind in the class dis-
cussion (Berge, 1995, pp. 22-30). When facilitating online discussion,
teachers are to avoid two extremes: mothering and orphaning. Mothering is
responding too early to student interaction, which preempts students dis-
cussion. Orphaning is allowing the discussion to dissolve into little more
than opinions because of insufficient involvement. For the discussion to be
educational, it must go beyond uninformed opinions based on unstudied
prejudices. The teacher is to assure that students give the evidence support-
ing their views and refuse to tolerate weak arguments, ad hominem attacks,
unsupported or undocumented claims, and unclear writing and grammar. If
the students do not adequately respond to discussion questions early in the
course, the moderator must give some exemplary responses to illustrate what
they ought to have done. Thus, the teachers involvement will usually be
more intense early in the course than as the course progresses. Also, the
teacher does not have to worry about answering and responding to all stu-
dent post and responses. The teacher is to read all posts and give specific re-
sponses to individual students and more general responses to the class as a
whole.
4. Encourage students to be responsible and committed to the process of
online discussion. Palloff and Pratt (2003) provide the following list of re-
sponsibilities in an online learning community. These responsibilities are es-
sential to ensure effective online discussion. They include the following:
380 Christian Education Journal
Conclusion
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