Online discussion encourages reflection; it forces students to think through responses and positions before posting. In addition, an online discussion includes different types of learners: ESL students, shy students, those less willing to speak up in a face-to-face setting. Everyone has the opportunity to be heard.
Teaching by discussion is at the heart of an online learning environment and can be a very strong learning tool for a face-to-face course, as well. Some guidelines for online discussions include:
- Ask open-ended questions that allow for interpretation and encourage analysis. See: Toledo, C. (2006). Creating good questions for online discussion. International Journal of Teaching and Higher Education, 28(2), 150-154.
- Be aware of the various roles the instructor plays in an online discussion. See: Brown, D.G. (2002). The role you play in online discussions. Syllabus Magazine.
- Provide students with a grading rubric for online discussions; rubrics clarify expectations and grading procedures. See: Six different examples of online discussion rubrics.
Additional Readings
Biesenbach-Lucas, S. Asynchronous discussion groups in teacher training classes: Perceptions of native and non-native students. Journal of Asynchronous Learning Networks 7(3): 24-46, 2003.
Mazzolini, M. and S. Maddison. Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers and Education 40(3): 237-253, 2003.
Meyer, K. Face to face versus threaded discussions: The role of time and higher order thinking . Journal of Asynchronous Learning Networks 7(3): 55-65, 2003.
Murphy, E. Recognizing and promoting collaboration in an online asynchronous discussion . British Journal of Educational Technology 35(4): 421-431, 2004.
Oliver, M. and G. Shaw. Asynchronous discussion in support of medical education . Journal of Asynchronous Learning Networks 7(1): 56-67, 2003.
Saunders, R.E., Questioning Techniques In Gailbraith, M.W. (Ed.), Adult Stansberry, Susan, Myra Haulmark, & Linda Sheeran, "I Agree" Does Not Constitute Discussion: Applying Theoretical Frameworks to Assess Student Learning in Asynchronous Online Discussions, National Social Science Journal, 20:1 (2003), pp. 91- 101.
Instructional Design and Development
- Resources on structuring and assessing discussions online
Office for Teaching, Learning, and Assessment
- Resources and research on discussion methods
