Using Discussion Boards to Integrate Technology into the College Classroom

Transcription

1 Using Discussion Boards to Integrate Technology into the College Classroom Technology in Education, 240:131 Dr. Mary Herring, Professor Submitted December 10, 2002 Cherie Dargan Introduction The Internet has dramatically changed higher education by giving teachers tools that expand the classroom. Many teachers now include a web component in their face to face courses: students post messages to a class bulletin board, get course materials off of a class website, and submit assignments electronically. Furthermore, web-based courses are on the rise: it s expected that 85 percent of two year and 84 percent of four year colleges will offer online courses during 2002(Moore, Winograd, and Lange, 2001, p. 1.4) Moreover, the trend is to incorporate electronic communication in both traditional and web-based courses, including and asynchronous discussion. As someone who has become part of that trend, this paper provided an opportunity to gain a better understanding of the pedagogy behind the practice, through a synthesis of the research about effective strategies for using discussion. The interest in this topic began over three years ago, when an article (Healey, 1998) was found that described a free online conferencing tool available at nicenet.org, and presented five reasons for using it: Conferencing lets everyone participate Conferencing gives students a way to communicate with each other Conferencing is motivating because of its novelty Conferencing lets everyone share viewpoints Conferencing can be assigned as homework or be done in class In the past three years, this writer has used half a dozen courseware tools that include discussion (or conferencing, as Nicenet calls it), but found nicenet especially user friendly. It is currently being used with four classes, all meeting in computer classrooms. However, the desire to use it more effectively to promote learning and build community led to this research. This paper then focuses on the use of asynchronous discussion as a way to integrate technology into the college classroom, both in face to face and online courses. It will briefly define asynchronous communication, examine the benefits of using discussion, look at how discussion fits into the constructivist classroom, and provide some strategies for using discussion.

2 First, we will look at defining asynchronous communication. What is Asynchronous Communication? There are many references to asynchronous communication in the literature: it refers to electronic communication that does not occur at the same time. Collins-Brown (2001) discussed three kinds of asynchronous communication: 1. or electronic mail. These messages are usually sent from one person to another, but messages may be sent by one person (such as an instructor) to a group of students. Many instructors use to a group as a way to send additional information about assignments, to clarify changes in the schedule, or to remind students to bring specific materials to the next class. 2. Listservs this is more like mass . A person posts a message and it is sent to everyone on the list, appearing in members regular accounts. 3. Bulletin boards, or discussion boards these allow people to post messages that can then be arranged in threads, or topics. The distinction between a listserv and a bulletin board is that users log on to a specific website to post messages to a discussion board. The discussion board also provides a way to archive previous postings, or messages. Of these three, the first and last methods are most commonly used, in the writer s experiences; however, is most commonly used to communicate with an entire group when written by the instructor, while the discussion board provides a forum for ongoing communication between group members. Collins-Brown (2001) noted that computer mediated communication (CMC) and asynchronous learning networks (ALN) are used in the literature, but she prefers to use the term asynchronous discussion boards (ADB) (p. 4). All of these terms were used in subsequent searches. However, whatever the term being used, they all refer to communication that occurs when people post messages that others will respond to at a later time, which makes discussion especially useful for distance learning courses. This leads to a further examination of why teachers might consider discussion as an instructional strategy. Why should teachers use discussion?\ Discussion is a core feature of courseware management tools like WebCT and Blackboard; it is seen as a basic component of web-based courses (Brown, 2001; Rossman, 1999) since it provides the main vehicle for contact between participants. However, as noted, it is becoming a commonly used practice for traditional, face to face classes as well. As noted, it was selected as the topic for this paper because of experience using discussion boards over the past three years, both as an online student and as a teacher integrating technology into the writing classroom. While it is essential in the online environment, some have questioned its value to the traditional classroom, so the paper provided an opportunity for research. Several themes emerged from the literature regarding the benefits of discussion:

3 Discussion provides teachers with a tool for increasing interactivity. This is important in both face to face and online courses. (Bannan-Ritland, 2002; Collins-Brown, 2001; Healey, 1998; Klemm, 1997) Over time, discussion then helps to build a learning community (Brown, 2001; Cooper, 2000; Tiene, 2000). Discussion enhances the learning process by creating more opportunities for active learning and collaboration (Klemm, 1997; Land & Dornisch, 2002; Landsberger, 2001). Specifically, discussion provides learners with opportunities to write, and in doing so, reflect on course content and previous postings (MacKnight, 2000; O Sullivan, 2001; Rothermel, 2001). Discussion helps learners to construct knowledge, so therefore it fits in with the constructivist view of a learner-centered classroom, whether physical or virtual. (Campos, 2001) Each of these benefits will now be considered briefly, citing pertinent research and discussing the implications for the classroom. Discussion builds in interactivity Collins-Brown (April 2001) remarked that discussion is the primary way of building interactivity into courses (p. 4). Without interactivity, an online course becomes more an electronic correspondence course, with contact limited to between the instructor and the students. In the face to face classroom, discussion is often limited to a handful of more vocal participants, and small group activities are often arranged logistically more by proximity; therefore, most students interact with only a few classmates in the traditional classroom. Interactions were described as falling into three categories (Cooper, 2000; Beaudin, 1999; Levin, 1999): 1) instructor/student the instructor contacted students 2) student/instructor students contacted the instructor 3) student/student students contacted other students Typically, we tend to see more of the first and last types of interactions; most students would contact the instructor through with questions, and not simply post their concerns on a discussion board, unless a specific forum had been set aside for that purpose. Participating on discussion boards using WebCT has become routine in most of the graduate courses taken by this writer; while its official function has been to provide students with a place to post responses to given writing prompts, it has also allowed students to get to know each other, share ideas, reflect on class discussions, and offer examples. In addition, it has been used to facilitate group work, discuss readings, prepare for midterm exams, commiserate over tragedies like September 11 th, and share strategies for research.

4 Over a period of time these interactions produce a sense of community, the next benefit to be examined. Discussion builds a learning community O Sullivan (2001) referred to communication on a discussion board as promoting community and collaboration: in the articles reviewed, these words were frequently used together, conveying the message that working together and sharing ideas builds a sense of community. When students are given tasks to do, and use the discussion board to share their ideas or post their results, they have common goals and learn to work with each other. As noted before, interaction--such as posting to a discussion board--builds community. Cooper (2000) chose to distinguish between instructor-initiated interactions and student-initiated interactions, while Beaudin (1999) added the interaction of student and content. This writer found the last combination an intriguing one that reminds us that the instructor must become part of the learning community, and that the content serves to shape the community as well. Brown (2001) outlined three stages of building community: 1) Making online acquaintances or friends. Students who sensed some common interests began to make contact. 2) Sensing community conferment or acceptance. Students interacted in a thoughtful way over a period of time and began to accept each other. 3) Achieving camaraderie Finally, students felt a sense of rapport. Some phoned, ed, or met face to face; those who had multiple classes together felt even more camaraderie. The description of the three stages certainly fits the experience of this writer, who has taken a number of courses using WebCT with the same students over the past three years: several of the courses were totally online, while others met face to face or over the ICN. All of them included use of a discussion board; after awhile, we came to associate a personality, a style of writing, or some other quirk with people s names on their postings. One student posted a picture of his dog; the teacher talked about her cats. They became real to us; we became a community of learners. According to Brown (2001) building a sense of community is important because it can affect such things as student satisfaction, retention and learning. Students who feel connected to the course, and to each other, are more likely to work through problems. They are also more likely to be actively engaged in learning, which leads to the next topic. Discussion enhances the learning process Posting to a discussion board impacts learning several ways: it encourages active learning, it encourages reflection, and it encourages the exchange of ideas; therefore, the interaction between participants takes on additional significance (Land & Dornisch, 2002, p. 365; O Sullivan, 2001, p. 3).

5 Landsberger (2001) discussed four reasons to integrate discussion into the classroom, and several fit into the category of helping students learn. He said that discussion: helps students better understand the topic gives them the ability to critique their own work provides them with diverse opinions becomes a catalyst to help people take action (p. 50) As students explore a new topic, answering questions posed by the teacher, and then read and respond to other postings, they encounter a variety of opinions--some that mirror their own, and others that differ from their own. Since postings are written, students can print them out, annotate them, check references, and then respond. In addition, since postings are written and an archive of past responses is kept students can go back to compare much earlier postings with later ones. This promotes reflection and helps students learn. O Sullivan (2001) also discussed the written aspect of postings; she felt that the impact of posting to a discussion board was the result of several factors. First, students have to log on to a special website; second, they feel more of a sense of purpose and audience; and finally, being able to go back and read others postings helps them to have time to reflect on their own contributions. She suggested that students be encouraged to compose their postings in a word processing program and then copy and paste the message into a new discussion posting (Sullivan, 2001, p. 4). This would be beneficial to many students, since it would give them an opportunity to compose a draft, reflect upon it, make needed changes, and finally post it. MacKnight (2000) agreed that online discussion can help students learn. Her list of benefits all seemed to relate back to writing; she said that posting helps students to get ideas, reflect on them, work with other students on projects, peer edit another student s assignment, and sharpen analytical skills (p. 38). However, she stated that we can t assume that students have all of the skills to be successful; they need coaching and practice in how to carry on online discussions (p. 39). This comment seems to be especially true for students who are taking their first course using a discussion board; most instructors make an effort to model how to post a message and often provide written instructions. Students also learn from other students. However, beyond the mechanics of learning how to post a message, there is the matter of netiquette: this refers to helping students understand some of the conventions of posting, such as remaining respectful while disagreeing and avoiding racist, sexist, or otherwise offensive language. In addition, teachers need to communicate their expectations about how often to post, and whether or not written prompts will be provided for each posting, or forum. Just as posting messages to a discussion board is a form of active learning, so it is also consistent with constructivist practice, which is the final benefit to be examined. Discussion helps learners to construct knowledge Campos (2001) addressed both the issue of constructivism and the role of discussion when he stated, as students build knowledge collaboratively, asynchronous conferencing elevates engagement and participation, and increases thinking and understanding (p. 1). He makes it clear

6 that the process of building knowledge is not one undertaken by individuals, but that it occurs through group dynamics: as students read each other s postings, respond and reflect on course materials, and try to resolve inconsistencies and conflicts, they gain new insight not only into the content, but also into the process of questioning previously held ideas that may not be valid. Discussion creates opportunities for students to share ideas with each other, reflect upon others views, and collaborate, or work together, to make sense of what they ve learned (Rothermel, 2001, p. 1; Land and Dornisch, ) In contrast to the spontaneous oral discussion that takes place in face to face class sessions, asynchronous communication allows students to think before they post a reply: they can re-read a classmate s posting, refer back to an assigned reading or the writing prompt for that posting, or scribble down their ideas and take time to reflect on them. The importance of writing good prompts was brought out by Landsberger (2001), who applied Bloom s taxonomy and developed a series of questions for each of the six levels of learning (p ). These questions can be used to design prompts for the discussion board. He also cautioned that it is necessary to use follow up questions to keep the flow of discussion from stopping: How did you know that? Can you give an example of that? What does that tell us? What do others think? (p. 51). These questions promote critical thinking, reflection, and higher order thinking skills. This then brings us to the next section of the paper: looking at the role of the teacher in using asynchronous communication. The Teacher s Role Various terms were used to describe the role of the teacher in managing a discussion board: these included e-moderator, facilitator, and role model (Muirhead, 2002; Landsberger, 2001; Moore, Winograd, & Lange, 2001). A moderator monitors or presides over a meeting: so, too, an e- moderator monitors an electronic environment. The teacher creates the atmosphere of the discussion board by the way that he or she structures it, posts guidelines or rules, and by the example set in his or her own postings. In addition, the teacher needs to maintain a presence on the discussion board, monitoring it, and letting students know that he or she checks it on a regular basis. As facilitator, the teacher s job is to listen, redirect if necessary, question, and probe (Moore, Winograd, & Lange, 2001, p ). This ties back into maintaining a presence on the discussion board, participating in the ongoing flow of discussion, and when necessary, intervening when a student is struggling with a concept, seems stuck, or discouraged. As previously noted, the prompts for postings are important; it is the teacher s task to design them. MacKnight (2000) developed a series of questions, called Socratic Questioning Prompts (See the Appendix for the list of questions). These questions help develop critical thinking (p. 41). Landsberger (2001) also designed a series of questions, using Bloom s taxonomy, to promote discussion. (See the Appendix for the list of questions). Finally, as has been mentioned, the teacher s example serves as a powerful model for students to follow. If he or she makes postings mandatory, and not an optional activity, students will take them more seriously and participate (Rothermel, 2001). This relates to how points are assigned for postings: if postings earn only a few points, they will be viewed as less important than other

7 assignments. However, the quality and content of the teacher s postings also becomes crucial; if they are thoughtful and reflective, composed clearly, and go beyond meeting the minimal requirements, the teacher s postings will serve as powerful models. This leads to the final topic, instructional strategies for using discussion. Strategies for using Discussion There are a number of ways to use discussion: this writer has used them to post summaries of readings, respond to writing prompts, brainstorm ideas for a research project, or work with partners. MacKnight (2000) listed different ways to group people for discussion, including: small groups led by the instructor or group leader, buzz groups (two people), case discussions, debating teams, jigsaw groups (members of groups break into subgroups and then go back and take the information they learned to their groups), and mock trials (pp ). Reflecting on the two lists of questions posted in the Appendix, we can see how all of these activities could be used to promote critical thinking skills. Further ideas come from Land and Dornisch (2001), who say that students need guidelines for responding to each other. They then suggest that students be given a problem that gives them reason to reflect on their own work and then build on the work of others, encouraging collaboration (Land & Dornisch, 2001, p. 375) However, several articles pointed out some of the difficulties experienced by classes using discussion boards. Possible Problems with Discussion Since many teachers using discussion may not have had any formal training in how to use this technology, they may not anticipate some of the more common problems, as listed by Branon and Essex (2001): Students not responding to other students in a timely manner. Everyone likes feedback: students may be disappointed if they take time to respond to the teacher s prompt, and no one else does for a few days. Students not checking the discussion board often enough. If students do not log on for a week, they may be overwhelmed by seeing a number of messages, or they may miss deadlines for postings and give up. Students or teachers not understanding the amount of time needed for discussion to mature. In the early weeks of a new semester there is a tendency for postings to be more introductory in nature. People may be reluctant to open up or not accustomed to responding to others. Students feeling socially disconnected. Some students may not feel as comfortable with doing the postings. ESL students, students with limited access to computers, or students who prefer lots of social interaction may feel especially cut off from class members.

8 Branon and Essex recommend that students work in teams, summarize feedback rather than respond to each person, and give feedback to peers, as assigned. They also stated that it s important to give students clear instructions for how to post and respond, and that it s important to use a tool that notifies students of new postings. Conclusion Reflecting on the books/authors we ve used, and the themes we ve discussed, this writer feels that Healy (1999) would probably say that the use of asynchronous discussion is most appropriate for older students: that it can help free their minds since it can be used for problem solving, and that it encourages interaction and communication. Becker (2000) would contend that teachers need training, access to technology and technical support if they are going to use it effectively. Without a speedy internet connection, it would not be an effective tool. Cuban (1986) might remind us that learning should be active, technology should be tied to the curriculum, teachers need access to technology, and administrators need to include them in the decision making process. Palloff and Pratt (1999) would enthusiastically endorse the practice since they use discussion boards in their classes as a way to build in interaction, collaboration, and community. It certainly provides opportunities for double loop learning (p. 62), helps to create a learner-centered classroom, and becomes an intrinsic part of the constructivist approach. In closing, after reflecting on what was written on the midterm regarding three key components of a personal philosophy, it becomes clear that the use of discussion boards fit the statements made then. First, Technology is a tool; however, curriculum drives how it is used, and not the other way around. Discussion boards have proven to be a rich source of ideas for writing students in a writing class; using the writing process (prewrite, write, and rewrite), postings help students brainstorm, form initial research questions, and explore topics for possible expansion. Second, Technology use should enhance active learning, communication, and collaboration. Discussion boards have given this writer another way to use the technology in the computer classroom; by assigning writing prompts and requiring students to reply to postings, students begin to communicate, and collaborate. Finally, Technology can enhance critical thinking, reflection, and learning. Discussion boards become places to share ideas even conflicting ones. As students reexamine old ideas, reflect on course readings, and respond to each other in postings, they learn to see things from multiple viewpoints, become more reflective, and have more ideas to draw from in their writing assignments. For all of these reasons, discussion boards are now woven into the curriculum and an integral part of the writing courses.

9 Appendix A -Socratic Questioning Prompts (MacKnight, 2000) Questions for Clarification Questions about the Initial What do you mean by? What is your main point? How does relate to? Could you pt it another way? What do you think is the main issue here? Let me see if I understand you: do you mean or? Jane, could you summarize in your own words what Richard has said? Richard, is that what you meant? Could you give me an example? Would this be an example:? Could you explain that further? How can we find out? Question or Issue Questions that Probe Assumptions Questions that probe reasons and evidence Questions that probe origin or soruce questions Questions that probe implications and consequences Questions about viewpoints or perspective What does this question assume? Would put the question differently? Can we break this question down at all? Does this question lead to other questions or issues? What are you assuming? What could we assume instead? You seem to be assuming. Do I understand you correctly? How would you justify taking this for granted? Is this always the case? Why do you think the assumption holds here? What would be an example? Could you explain your reasons to us? Are those reasons adequate? Do you have any evidence for that? How could we find out if that is true? Where did you get this idea? Have you been influenced by media? What caused you to feel this way? What are you implying by that? What effect would that have? What is an alternative? If this is the case, then what else must be true? How would other groups of people respond? Why? How could you answer the objection that would make? Can anyone see this another way? What would someone who disagrees say? MacKnight, C. (2000). Teaching Critical Thinking Online Discussions. Educause Quarterly. Number pg

10 Appendix B --Cognitive Domain Questions (Landsberger, 2001) Domain Explanation Questions Knowledge The ability to recall What are the steps involved in? information Comprehension Application Analysis Interpreting information in one s own words Using knowledge in a new situation Breaking down knowledge into parts and showing interrelationships What are three main parts in? How is.related to? How is.an example of? What qualities differentiate..? Describe that in your own words. What themes do you? What are the three main principles behind.? Would this concept work in situation? Is this argument supported by the data? Can you illustrate how this principle? What would happen if.? What are the parts or features of.? How would you classify? How does compare/contrast with? What evidence can you list for? Synthesis Bringing together parts of knowledge to form a whole and solve a problem What was his motive? Why have these changes occurred? What would you predict/infer from? What ideas can you add to..? How would you create/design a new.? What might happen if you combine? How might.have turned out if?

11 Evaluation Making judgments on the basis of criteria What solutions would you suggest for.? What advice would you give.? Do you agree that? What do you think about? What is the most important? Which of these has a higher priority? How would you decide about? What criteria would you use to assess? Which option would be the most effective? Landsberger, J. (2001). Integrating a Web-based Bulletin Board into Your Class: A guide for Faculty. TechTrends. Vol 45, Issue 5. pg

12 References Bannan-Ritland, B. (2002). Computer-mediated communication, elearning, and interactivity: A review of the research. The Quarterly Review of Distance Education. Volume 3 (2), pp Beaudin, B. P. (1999, November). Keeping online asynchronous discussion on topic, Journal of Asynchronous Learning Networks (JALN), Volume 3, Issue 2. Retrieved October 17, 2002 from Becker, H. J. (2000, July). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Revision of a paper written for the January, 2000 School Technology Leadership Conference of the Council of Chief State School Officers, Washington, D. C. Branon, R.F. and Essex, C. (2001, January/February) Synchronous and asynchronous communication tools in distance education. TechTrends. Pages 36, 42. Retrieved from Education Abstracts Full Text, Rod Library. Brown, R.E. (September 2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks (JALN) Volume 5, Issue 2. Retrieved October 17, 2002 from Campos, M., Laferrière, T., and Harasim, L. (2001, September). The post-secondary networked classroom: Renewal of teaching practices and social interaction. Journal of Asynchronous Learning Networks. (JALN) Volume 5, Issue 2. Retrieved October 17, 2002 from Collins-Brown, E. (2001, April). Successful strategies for using asynchronous discussion boards in college courses. Web site designed as part of her M.Ed. in Educational Research and Collaboration, Texas Christian University. Retrieved September 27, 2002 from Cooper, Linda. (2000, March). Online courses: tips for making them work. THE Journal. v 27 no8 Mar p Found in Education Abstracts Full Text, UNI Rod Library. Cuban, L. (1986). Teachers and machines: The classroom use of technology since New York and London: Teachers College Press. Healy, J. M. (1999). Failure to connect: How computers affect our children s minds and what we can do about it. New York: Simon & Schuster. Healey, D. (1998, October). Conferencing Online with Nicenet. English Language Institute Technology Tip of the Month: October Retrieved September 1, 2002 from

13 Klemm, W. R. (1997). Benefits of collaboration software for on-site classes. Originally published in the Second annual Teaching in Community Colleges on-line conference, Retrieved September 27, 2002 from Land, S. M. and Dornisch, M. M. ( ). A case study of student use of asynchronous bulletin board systems (BBS) to support reflection and evaluation. Journal of Educational Technology Systems, Vol. 30 (4) Landsberger, J. (2001, September/October) Integrating a web-based bulletin board into your class: a guide for faculty. TechTrends. Volume 45, Issue 5. Pages Levin, B. (1999, Fall). Analysis of the content and purpose of four different kinds of electronic communications among preservice teachers. Journal of Research on Computing in Education v 32 no1. p Retrieved from the Education Abstracts Full Text, Rod Library, UNI. MacKnight, C. B. (2000). Teaching Critical Thinking through Online Discussions. Educause Quarterly. Number 4. Retrieved October 12, 2002 from Moore, G. S., Winograd, K. and Lange, D. (2001). You can teach online: Building a creative learning environment. McGraw-Hill Higher Education. Muirhead, B. (2002, August). Salmon s e-tivities: The key to active online learning. The United States Distance Learning Association (USDLA) Journal. Vol. 16, No. 8. Retrieved October 12, 2002 from O Sullivan, M. F. (2001) Is anyone there? Communication and online learning. Paper presented at Computers and Writing Online Conference Western Wisconsin Technical College Communication Skills Department. Retrieved October 13, 2002 from Palloff, R. M. and Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. Jossey-Bass. Rossman, M. H., Ed D. (1999, November) Successful online teaching using an asynchronous learner discussion forum. Retrieved November 2, 2002 from Rothermel, D., PhD. (2001, October 1). Threaded discussions: A first step. Tech Learning (online journal). Retrieved October 11, 2002 from Tiene, D. (2000, Winter). Online discussions: A survey of advantages and disadvantages compared to face-to-face discussions. Journal of Educational Multimedia and Hypermedia, v9 i4. Retrieved from the Expanded Academic, Rod Library, UNI.

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