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Exploring Online Discussion in E-Learning
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Exploration of Exploration of Online DiscussionOnline Discussion
Mary Loftus
What are we going to look at?What are we going to look at?
• MSc. in Software & Information Systems• The Student Experience • Effective Online Discussion• The Research Experience
– Working with Facilitators to explore the Role of Feedback & Expectations
– The Feedback Tool• Using the Literature to Develop a Model for
Managing Discussion– The Role of Facilitator– The Role of Online Student– The Learning Model
The The MSc. SIS MSc. SIS ProgrammeProgramme
MSc. Software & MSc. Software & Information SystemsInformation Systems• 2-year fully onlinefully online Masters programme • Co-created & co-delivered by IT department,
NUI Galway and Regis University (USA)• MODEL = short, accelerated, 8-week modules• Continuous assessment: weekly assignments,
discussion forum, final exam• Structured & Intensive
MSc. Software & MSc. Software & Information SystemsInformation Systems• New programme: launched in 2004-05
(now in its 3rd year)• Student recruitment and retention has been high• Mix of experienced and new on-line facilitators• Cross-cultural issues (Ireland & USA)
MSc. Software & MSc. Software & Information SystemsInformation SystemsCore Modules
• MCT611 - Computer Architecture and Operating Systems • MCT610 - Software Engineering • MCT612 - Application Programming • MCT613 - Database Architecture • MCT614 - Database Concepts • MCT615 - Database Administration • MCT616 - Oracle 9iAS Portal Server • MCT617 - Enterprise Portal Design & Development using XML
Elective Modules
• MCT618 - Object Oriented Design • MCT619 - Object Oriented Programming • MCT621 - Artificial Intelligence • MCT622 - Real-Time Systems • MCT623 - Graphics Programming • MCT620 - Distributed Systems
MScSIS Weekly CycleMScSIS Weekly Cycle
Bloom’s TaxonomyBloom’s Taxonomy
Kolb Cycle
Remembering
Understanding
Applying
Analysing
Synthesising
Evaluating
Kolb Cycle
Kolb Cycle
Kolb Cycle
Kolb Cycle
Bloom’sTaxonomy
Reading
1st Post
Virtual Lab
1st & 2nd Post
2nd / 3rd Post/Reflection
3rd Post / Assessment
MScSISActivities
The The Student Student ExperienceExperience
The Student ExperienceThe Student Experience
• Very Powerful Learning Experience
• Highly Participatory
• Structured & Managed
• Student Centred
• Encourages Student-Student Interaction
• Role of the Internet
Effective Online DiscussionEffective Online Discussion
• When discussion was goodWhen discussion was good it was very, it was very, very good! very good! – Forced students to absorb course content– Facilitated sharing of experience– Perspectives from different students forced
reconsideration– Encouraged students to test & explore course
material– => Much deeper learning than individual could
expect working alone
• When discussion wasn’t so goodWhen discussion wasn’t so good we only reached the first of these stages: – Forced students to absorb course content– Encouraged students to test & explore course
material– Facilitated sharing of experience– Perspectives from different students forced
reconsideration– => Much deeper learning than individual could
expect working alone
But… it didn’t always workBut… it didn’t always work
What would ensure that What would ensure that discussion would work better?discussion would work better?
• Feedback from the facilitator to each student?
• SolutionSolution: Design a web based interface to help facilitators evaluate student contributions
The Research The Research Experience: Experience:
Working with Facilitators to Working with Facilitators to explore the Role of Feedback & explore the Role of Feedback & ExpectationsExpectations
Research ProjectResearch Project
• The research project examined feedback as a means to ensure quality discussion
• Concentrated on Facilitator Student feedback• Designed an online tool to facilitate this feedback
process
Research Project ProcessResearch Project Process
• Began with an Online DiscussionOnline Discussion and a reversal of roles
• Student became facilitator & Facilitators took the participant role
The Facilitator/Student DiscussionThe Facilitator/Student Discussion
• The DiscussionDiscussion resulted in both sides appreciating the lot of the other!
• Researcher developed an appreciation for the student-centred learning model
• Facilitators reflected upon and evaluated their assumptions and approaches
• It also highlighted the potential for a mismatch in expectations between students and facilitators
DiscussionDiscussion – Student Expectations & Issues– Student Expectations & Issues
ExpectationsExpectations
• Expecting lectures
• Expecting facilitator to provide ‘the answers’
• Unsure of norms & expectations
FrustrationsFrustrations
• Focused on the facilitator – rather than peers
• Seeking reassurance & validation from the facilitator
• Engaging with content rather than with other students
ExpectationsExpectations • These are adult
learners – no lecturing• Encourage students to
engage with each other • Support students to
work together to find and evaluate knowledge
• Assessment – how to assess discussion
FrustrationsFrustrations
• Students dumping long posts - not responding to others
• Lack of student-student interaction
• Facilitators’ feedback seemingly ignored
DiscussionDiscussion – Facilitator Expectations & Issues– Facilitator Expectations & Issues
What did we learn?What did we learn?
• Clarify Expectations!
The The Feedback Feedback ToolTool
Built on MScSIS Discussion RubricBuilt on MScSIS Discussion Rubric
• Consistency of Participation• Content of Posts• Responsiveness
• Multiplier:– x .5 for 1 post– x .8 for 2 posts– x 1 for 3 posts
* Rubric developed by MSc SIS Facilitator Team
253
_______
10x .8
(for two posts)
Result: 8
To Develop The Feedback ToolTo Develop The Feedback Tool
• Enabled Facilitator to Analyse WebCT posts
• & Immediately assign marks
Report generates ‘Discussion Score’Report generates ‘Discussion Score’
• All marks are collated and an overall mark calculated
Will this Tool address the Issues?Will this Tool address the Issues?
• The feeling at the end of this project was that no, creating dynamic discussion involves more than a simple feedback mechanism.
• Such a tool will help clarify expectations and measure outcomes – but it is not enough to power the discussion dynamic
• Also the analysis of separate student posts will not capture the subtleties of a complete discussion
Developing a Model Developing a Model for Online for Online DiscussionDiscussion
From the Literature
A Discussion ModelA Discussion Model
Feedback is important, but more is involved:• Need to Build a Learning CommunityLearning Community (Salmon,
Palloff & Pratt, Garrison & Anderson)• Clarify Values & Expectations
(Brookfield & Preskill)• The following must be clear & explicit
– Role of the Facilitator– Role of the Online Student– The Learning model
(Garrison & Anderson)• Teach students how discussion should work
Role of FacilitatorRole of Facilitator
Facilitate a collaborative learning environment:
1. Invite students to Learn from each other
2. Facilitate Social Interaction
3. Align Discussion with Learning Objectives & Assessment Requirements
4. Share & Discuss Assessment Rubric
5. Clarify Background & Objectives for each Discussion
Role of FacilitatorRole of Facilitator6. Model desired Discussion Approach – Open,
Enquiring, Testing, Experimenting, Evaluating7. Provide Structure & Encouragement to fan the
flames of Discussion
8. Provide Feedback9. Acknowledge & Reward Collaborative Effort10. Summarise the Learning that Emerged from
Discussion – and the Evaluate the Process – so Students will be able to Repeat it
Role of Online StudentRole of Online Student• How to Explain Discussion to Students
– Apply ‘real life’ experience to topic– Break down the topic– Ask Questions– Explore & Try Things out– ListenListen to what other students say– Build on each other’s Contributions– Use a Team Approach– Finally Evaluate the topic and your Learning
The Learning ModelThe Learning Model
• Student Centred
• Driven by Student Interaction
• Social Constructivism – knowledge is constructed collectively and developed as a result of a social interaction
• Ideas should be tried out and tested
• Explain This To Students!
Will this model work for you?Will this model work for you?
• Perhaps!
• But:– Every course will have different priorities– Every facilitator will have their own style– Every set of students will present different
dynamics
Resources to Resources to help Develop help Develop youryour Model for Model for DiscussionDiscussion
Brookfield & PreskillBrookfield & Preskill
• Respect
• Assume good intent
• Invite students to discuss good discussion
• Invite Student Facilitator feedback Critical Incident Questionnaire
• Promote Critical Thinking
Palloff & Pratt Palloff & Pratt
• Build a Learning Community• Promote a Collaborative
approach to learning• The Group vs. the Individual• The process:
– Set the stage– Model the process– Guide the process– Evaluate the process
Garrison & AndersonGarrison & Anderson
• Build a Community of Inquiry
– Social Presence
– Cognitive Presence
– Teaching Presence
SalmonSalmon
• 5 Stage Model
• Guide Students through:– Access & Motivation– Online Socialisation– Information Exchange– Knowledge Construction– Development
What would your What would your model look like?model look like?
SummarySummary
• Effective Online Discussion
• Expectations
• Discussion Assessment
• Model for Managing Online Discussion– The Role of Facilitator– The Role of Online Student– The Learning Model
List of referencesList of referencesBrookfield & Preskill, Stephen. (2005). Discussion as a
Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd Edition). San Francisco: Jossey-Bass.
Palloff & Pratt. (2004). Collaborating Online: Learning Together in Community . San Francisco: Jossey-Bass.
Garrison & Anderson. (2003) E-Learning in the 21st Century: A Framework for Research and Practice. RoutledgeFalmer
Salmon, Gilly. (2003). E-Moderating: The Key to Teaching and Learning Online (2nd Edition). UK: Taylor & Francis
Links to PapersLinks to Papers
• Black, Alison. (2005) The Use of Asynchronous Discussion: Creating a Text of Talk
• Herring M, (2002) Using Discussion Boards to Integrate Technology into the College Classroom
• Knowlton. Dave S., (2001) Promoting Durable Knowledge Construction through Online Discussion
• Rovai , AP (2002) Building Sense of Community at a Distance