eLearning solutions

September 3, 2009

I have frequently encountered instructors who tell me that they love threaded discussions. With great enthusiasm, they report observing a lot of thoughtful discourse, both with and amongst their students. On the other hand, I have more often come across instructors who ask: "How can I get my students to participate more, as well as more effectively, in my threaded discussions?" Sometimes just puzzled and other times utterly disappointed, many of these instructors describe how they invite their students to participate in discussions, but get little or no response.

So, for some time now, I have puzzled over (and researched) what it is that leads to the difference, and what kinds of things more successful instructors (i.e., those having good discussions) might be doing to ensure good participation in threaded discussions? Here are a few of my more significant findings:

Recruit or Promote Inquiring Minds!

Some of the more successful instructors have a lot of students who have what we might call "inquiring minds." Many of the students who have enrolled in their courses are pretty bright and appear to know that to learn, it is useful to take some initiative and ask good questions. These learners expect active discourse of themselves, their teachers, and their classmates. They know how to formulate good questions. And, they know that good teachers appreciate active, thoughtful and energetic students. It would appear that many of the more effective instructors are knowingly or unknowingly recruiting the right kinds of students. It would also seem that many of these teachers also create conditions that attract or create such students; that is, they teach in such a way that enables more "average" students to participate well in discussions.

Clear Communication of Expectations

Going beyond a simple invitation to join in the discussions, most of the more successful instructors make it very clear as to what they consider to be appropriate performance. They describe how, as well as how often, students are to participate (e.g., "you are to log into each week's discussion at least twice a week, once before Wednesday, to respond to the initial question posted, and again later in the week, before Saturday at 6 p.m., to respond to at least two of your classmates' responses").

Samples, Examples, Guidelines

The more successful instructors often provide additional guidelines. They might provide a handout describing the importance of, as well as how to go about, asking good questions. And some even provide the transcript of a good discussion from an earlier class -- one in which it's clear that simple "off-the-cuff" opinions are not sufficient, but rather that critical thinking, logical analysis, and supportive evidence is valued.

Make It Count

Without exception, those instructors who appear to be getting the most effective results make it clear that participation counts in a variety of ways. They know that students tend to ignore that which does not get a grade. So, they let their students know that it is not optional and a significant portion of their grade will depend on the quantity and quality of participation. They may further provide their students with a description of their grading rubric for online participation.

Active Supportive Mentoring

Finally, the most successful instructors are very active and supportive. They reach out to all students, particularly the most tentative. They actively find ways to comment positively or reinforce the contributions of students, and provide corrective feedback in sensibly sensitive ways. They model the asking of good questions with an eye toward promoting higher-order thinking.

So, the next time you wonder about why students don't discuss as you want them to, think about it. And then try experimenting with some of the above methods. It will take some planning, some time, and some effort, but you might discover some interesting, inquiring minds in your class!

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