PowerPoint for Discussion Presentation, 2015 TxDLA Conference

Furthering Student Success

With

Discussion ForumsBy

Efiong Akwaowo, Ph.D.Vanessa Washington, Ph.D.

At the Texas Distance Learning Association, 2015 Annual Conference

Our Ashford Background

Forbes School of Business: Dr. Vanessa Washington• • Associate Faculty (Professor-Remote) (2009 – 2012) • • Full Time Professor-Remote (February 2012 -Present)

Forbes School of Business: Dr. Efiong Akwaowo • • Full Time Professor-Remote (February 2012 - Present)

INTRODUCTION

• -Introduction of Discussion Board• -The intention of Discussion Board• -The importance OR the need for Discussion

Board in an online setting

Discussion Form Tip!

• •Using the student’s name as the first word in your response honors the student in front of the class as it inherently personalizes your scholarly response.

• •Using a small quote honors the student, personalizes the response and sets the context for other students.

• •Conclude with a question to stimulate critical thought • •Your post provides the model that can enhance student learning –

recall reciprocal determinism and social learning theory. • • Online discussion is the beating heart of the program, to respond to

each student’s initial post: fosters collegiality, values engagement and it enhances student learning.

• • Remember Disposition Drives Cognition!

Ashford’s View About Discussion Board

• Here are Ashford view's about the discussion board:• The most important thing to keep in mind is that our discussion board simulates the

classroom discussion. It is an opportunity to explore the concepts we are studying. • Full participation will make the discussion forums successful, as the comments in

the forum will bring the classroom material to life. It will be real-world discussion. • An "I agree" or "I disagree" does not contribute to learning. You will agree and

disagree with the comments from other students; however, when that happens, provide examples to support your position.

• Compare and contrast statements from other students. With you acting as a third party, you will often be able to provide an objective analysis.

• Bring in a third-party resource to support your position. Perhaps you have found a website that adds to the learning.

• Don't take comments personally. We interpret text messages based on our experiences. Because you have no cues other than the written word, you may make assumptions that were not intended.

• Above all, have fun and learn from each other.

The goals for substantive responses

• Identify themes that have arisen in the discussion forum, bringing in specific examples written by students.

• Address misconceptions or flawed thinking that may have arisen in the discussion forum.

• Provide additional instruction in the form of intellectual elaboration.

• Raise questions which foster critical thinking and will generate more discussion.

• Allow faculty the opportunity to focus on quality and content of the dialogue and responses on the Discussion Board, rather than merely the quantity of responses needed.

The requirements impact students

• Students may not see an individual response from their instructor in every learning week. Responses that are available from the instructor will be substantial and contain reflections and questions that promote critical thinking and further learning on the topics.

• Students will be asked to look for opportunities to compare and contrast their own thoughts and understandings with those of their classmates to promote meaningful interaction in the forums.

• Students will be encouraged to engage with one another and not just their instructor.

• Students will be encouraged to read all of the responses their instructor posts as there may be responses geared toward the entire class. While the student would not be required to respond to these posts, they may contain helpful information and great opportunities for further discussion.

The Ingredients in Discussion Board

• Responses within the discussion forum were supportive and added an additional perspective on the topic as well as additional questions to stimulate further dialogue and foster critical thinking.

• Regarding Gradebook: All instructors used and included the grading rubric. All issued the earned point value earned by the student and provided feedback for each thread, not just a numeric value.

Proficient Instructor Traits and Characteristics

• -Supportive and Friendly • -Honest, Authentic and Genuine • -Positive Attitude and Presence • -Encouraging and Charismatic (positive tone) • -Reliable • -Organized • -Likable • -Engaging (discussion forums) • -Efficient and Effective • (they get relations and results) • -Conscientious • -Respectful • -Attentive • -Considerate of others

Proficient Instructor Conclusions – Discussion Forums

• These Instructors recognized, reinforced, and replicated good instructional practices which are critical to the success of AU and to the success of our students.

• • Ashford’s continued coaching, feedback and advice is key to sustaining good instructional practices that further student success.

• • Ashford University has many value added resources to help Instructors further Student Success.

What Discussion Board Is All About!

Our Available Resources

• Value Added Resources • • Ashford Peer Review Center • • New Faculty Experience Center • • The Quad - Faculty Best Practices • • FRC - Faculty Resource Center • • Faculty Forums • • Colleagues • • Instructional Specialist

• Ashford Full-Time Faculty Experience Value Added Tips on Providing Instructive Feedback Providing Students with Specific and Challenging Feedback to Extend Their Learning Providing instructive feedback goes hand and hand with fostering critical thinking. Instructive Feedback might contain specific suggestions for improving the quality of one’s work, prompts and/or questions that extend the student’s thinking, and/or additional resources to further enhance the learning experience. When providing instructive feedback on an assignment, refer to the rubric, the assignment components, resources, and learning outcomes to encourage students to further develop their thought processes and complete the assignment comprehensively. Source: Ashford Full-Time Faculty Experience

• Ashford Full-Time Faculty Experience • Instructive Feedback Tip Sheet

Creating Favorable Attention - The Discussion Forums

• Diversity fosters perspective taking and a broader more sophisticated view of the world and what happens in it.

• Without exposure to other perspectives, perspective-taking cannot develop. The more able a person is to take a wide variety of perspectives, the more sophisticated the person is. Being sophisticated means that one can see the world, events and issues from a variety of perspectives. It is through diversity that sophistication is created.

Thank you for your time!

• QUESTIONS: