Unit 5: Discussion Boards

Unit Objective

This unit examines online text-based discussion boards as tools to further student understanding. Although there are many platforms for hosting online discussions, many exist inside an LMS or learning management system. Using discussion boards, students can work together to create knowledge and refine their understanding of course concepts. Through careful reading and your participation in the learning activity, you will work towards building a deeper understanding of how online discussion boards work and what they can do for your class(es).

At the end of this unit, students will be able to:

Explain the benefits of text-based discussion
Incite online discussions to further student understanding

Lesson 1: What makes discussion board tools beneficial to education?

What are discussion boards?

Discussion boards are online collaborative spaces that are designed to allow people to post thoughts and questions, and have others respond. Discussion boards are almost always set up asynchronously, which means that people can post at their leisure, rather than at designated times. This helps the discussion progress because people can post at their convenience, which make online discussion boards ideal for online classes. In general, discussion boards are broken down into three main components: forums, threads and posts.

Forums are at the top of the hierarchy, and serve as the main topic for a particular discussion. An example of a forum would be "Movies"
Threads are specific portions of forums and contain subtopics to the main forum. An example of a thread would be "What is your favorite movie?"
Posts are the main content of a discussion board and is where people post their thoughts and reply to others. An example of a post would be "My favorite movie is..."

How do discussion boards promote student learning?

Discussion boards are a great way to extend constructive discourse outside of the classroom, and is also a way to increase student interactivity. "Interactivity is one instructional method that has been linked to increased levels of motivation leading to students' positive outcomes" (Mahle, 2011, p. 209), and "interactivity also has an effect on knowledge retention" (Mahle, 2011, p. 213). Knowing that constructive discourse has a positive impact on student outcomes, it is clear that discussion boards play a large role in the construction of knowledge and understanding. The following are some reasons why online discussion boards are good for classes:

Through active participation in online discussions, students "can support each other in building knowledge, rather than simply accepting information given to them” (Kear, 2004, p. 151). This is accomplished through constructive discourse where students work together to solve problems and discuss course topics because "it is often through conversation, discourse, discussion, and debate among students and between instructors and students that a new concept is clarified, an old assumption is challenged, a skill is practiced, an original idea is formed and encouraged, and ultimately, a learning objective is achieved” (Ni, 2013, p. 201).
Discussion boards give all students the opportunity to voice their opinions and be heard. In a traditional classroom discussion, some students simply do not have the opportunity to speak, either because they are shy, or because others are monopolizing the conversation. This is not the case in online discussion boards. Online discussion boards offer a layer of anonymity, and as a result, "interaction in an online environment is less intimidating between individuals and also has less time pressure on students than does interaction in a face-to-face setting” (Ni, 2013, p. 201).
Participation in asynchronous text-based discussions forces students to come up with an idea, find supporting evidence, and form their arguments into clear and concise text. Unlike traditional in-class discussions where students can use body language and inflection to emphasize important parts of their argument, students participating in online text-based discussions need to write clearly and intelligently so others can understand their point of view. In the end, "this use of written language and peer interaction may result in increased reflection and the development of better writing skills” (Bernard et al., 2004, p. 382).
When students participate in online discussions, their responses are archived. This holds students accountable for the things they post, and can also serve as a reference when studying for exams or if a student needs clarification down the road. As long as the teacher and/or students have access to the discussion board, the content will be available.

Lesson 2: Exploring Potential Uses for Online Discussions

Online text-based discussions can be used by any instructor that wants their students to continue constructive discussions outside of the classroom. Using a variety of platforms, instructors can set up the discussion boards in advance and have students post and reply when appropriate, or create them as needed. In addition to using discussion boards as a way for students to collaboratively solve problems and build knowledge, forums can also be used in online courses as a way for students to introduce themselves and get to know other students they may never meet in person. Lastly, discussion boards can be used as a question and answer space where students ask questions about the course, and the instructor or other students respond with answers.

Things to Consider

In Lesson 1, you learned what discussion boards are, and earlier in this lesson, you learned about some ways to implement it. While discussion boards have a lot of benefits, please keep in mind that as with any technology, there are some things you should be conscious of when using it.

Teachers that use online discussions in their courses need to be prepared to moderate and facilitate the discussion. If left to their own devices, students will likely wander off topic. The teacher needs to ensure that the content being posted is relevant to the specific topic being covered, and that students know they are present in case there are questions or problems.
Prior to using online discussions in a class, the teacher should set strict guidelines for participating in these discussions. In addition to posting guidelines about the length of a post, teachers need to let their students know exactly what is expected of them. Students need to be told if their posts/replies require scholarly sources as evidence, how many students they need to respond to, what types of posts are acceptable, etc. Students also need to be reminded that these forums are part of school, and that even though they take place outside of the classroom, rules governing language and civility are still in effect.

Activity

Read Read the following article about the differences between face-to-face and online discussions, and think about the possible implications for your class(es):

Face-To-Face Versus Threaded Discussions: The Role of Time and Higher-Order Thinking

Write

Based on the article provided above, please post your answers to the following questions in a well-written discussion board post. Be sure to include any relevant information from your personal or professional experiences to enhance this activity. Take this activity as an opportunity to reflect on your current teaching practices and think about how online discussions can be used to enhance your class(es). To access the discussion board, please click the Discussion tab at the top of this window.

What are the four main themes that emerged from this study in regards to online threaded discussions?
How do online discussions differ from face-to-face discussions?
In your opinion, do online threaded discussions incite higher-order thinking? Why or why not?
Thinking about your current class(es), how can online discussions further student learning?
Do you think face-to-face discussions and online discussions can be judged on the same scale? Why or why not?

Reflect

Having posted your responses from each unit to a discussion board, think about your experiences and how these translate to your course. Think about the following questions and the implications it can have for your class:

Do you use discussion boards in your class(es) now?
If so, do you give your students guidelines for their posts/replies? If not, do you think requiring your students to participate in online discussions will add to their educational experience?
How much direction did you need in writing your discussion board posts?
What obstacles will your students have with this?
What are your concerns about opening forums to students?
Do you have the time to plan and set up discussion boards?

What's Next

Now that you have an understanding of how Google Drive works and what it can do, let's move onto the next unit!

Please note that Unit 2 through Unit 5 can be completed in any sequence. Click the link below to access the following unit of your choice:

If you have completed Unit 1 through Unit 5 (in any order), click here to access Unit 6: Implement and Evaluate.

Click here to go back to the Course Homepage.

References

Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim, R., Surkes, M., & Bethel, E. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289.

Kear, K. (2004). Peer learning using asynchronous discussion systems in distance education. Open Learning, 19(2), 151-164.

Mahle, M. (2011). Effects of interactivity on student achievement and motivation in distance education. The Quarterly Review of Distance Education, 12(3), 207-215.

Ni, A. Y. (2013). Comparing the effectiveness of classroom and online learning: Teaching research methods. Journal of Public Affairs Education, 19(2), 199-215.