Getting good responses without the workload in discussion forums
This presentation is the property of its rightful owner.
Sponsored Links
1 / 13

Getting Good Responses Without the Workload in Discussion Forums PowerPoint PPT Presentation


  • 68 Views
  • Uploaded on
  • Presentation posted in: General

Getting Good Responses Without the Workload in Discussion Forums. Dale Vidmar Library Instruction Coordinator/ Education and Communication Librarian Southern Oregon University Library [email protected] www.sou.edu/library/dale/lillywest2004/ - - - - - - - - - - - - - -

Download Presentation

Getting Good Responses Without the Workload in Discussion Forums

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Getting good responses without the workload in discussion forums

Getting Good Responses Without the Workload in Discussion Forums

Dale Vidmar

Library Instruction Coordinator/

Education and Communication Librarian

Southern Oregon University Library

[email protected]

www.sou.edu/library/dale/lillywest2004/

- - - - - - - - - - - - - -

Lilly Conference on College & University Teaching - West

Pomona, California

March 19-20, 2004


Objectives what we are learning

Objectives:What We are Learning

At the end of the workshop, IWBAT:

  • Distinguish qualities of responses in discussion forums.

  • Create a rubric that identifies and articulates the various degrees of quality in a responses.

  • Adapt the structure of student-monitored discussion forums into their own class using the rubric as a guide to student self-assessment.


Brief list of online discussion models

Brief List of Online Discussion Models

  • Introductions

  • Personal Goal Setting

  • Coffee House, Technology Bar, Water Cooler

  • Question – Response

  • Peer Evaluation and Feedback

  • Group Work – 3 to 1: Three students define and discuss topic and post as one

  • Starter/Wrapper – Initial Posting/Summary

  • Self- Evaluation or Personal Reflections


Elements of structure to guide online discussions

Elements of Structure to Guide Online Discussions

  • Moderator Guidelines

    • Examples of questions

    • How to facilitate discussions

  • Protocol for Posting Responses

    • Participation

    • Grammar Counts – Well-written, organized

    • Builds and furthers discussion

  • Evaluation (Rubrics)

    • Criteria for assessing the discussion


Getting good responses without the workload in discussion forums

“. . . the virtual learning space of an online forum did not promote the coherent and interactive dialogue necessary to conversational modes of learning. . . .

incoherent structure. . . .”

“Learning within Incoherent Structures: The Space of Online Discussion Forums”

Matthew J. W. Thomas


99 of success is just showing up

“99% of success is just showing up. . . .”

Woody Allen


Grading student discussions motivated students to increase the number of weekly messages

“Grading student discussions motivated students to increase the number of weekly messages. . . .”

“Strategies for Grading Online Discussions”Alfred P. Rovai


Getting good responses without the workload in discussion forums

“Connectedness and learning were also significantly higher for courses in which discussions were graded and in which students posted on average over three messages per week. . . .”

“Strategies for Grading Online Discussions”Alfred P. Rovai


What is a good response

What is a “Good” Response?

What are the Qualities that Make a “Good” Response?

What Criteria Can We Use to Evaluate Responses?


Student facilitated discussion model

Student Facilitated Discussion Model

  • Students are grouped in diads or triads.

  • Each group moderates a discussion based on their own question.

  • All students will be evaluated based on the rubric.

  • After all discussion forums are ended, each student chooses their best hits based on the rubric.

  • Students write reflection of why the responses are their best hits by applying the criteria in the rubric.


References and resources

References and Resources

  • Edelstein, S. and J. Edwards (2002). If you build it, they will come: building learning communities through threaded discussions. Online Journal of Distance Learning Administration, 5 (1), Retrieved on September 15, 2003, om http://www.westga.edu/~distance/ojdla/spring5/edelstein51.html.

  • Gilbert, P. K. and N. Dabbagh. (2002). How to Structure Online Discussions for Meaningful Discourse. Retrieved November 19, 2003 from http://www.aect.org/Divisions/gilbert.asp.

  • Hein, T. L., and S. E. Irvine (1998). Assessment of student understanding using on-line discussion groups, Proceedings, 1998 Frontiers in Education Conference. Retrieved September 14, 2003, from http://fie.engrng.pitt.edu/fie98/papers/1375.pdf.

  • Kerka, S., and M. E. Wonacott. "Assessing Learners Online: Practitioner File.“ ERIC Clearinghouse on Adult, Career, and Vocational Education (ERIC/ACVE). Retrieved September 15, 2003, from http://www.ericacve.org/docs/pfile03.htm.


References and resources1

References and Resources

  • Markel, S.L. (2001). Technology and education online discussion forums: it's in the response. Online Journal of Distance Learning Administration. 4, (2): Retrieved September 14, 2003, from http://www.westga.edu/~distance/ojdla/ summer42/markel42.html.

  • Marzano, R. J. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

  • Rovai, A. P. (2003). Strategies for grading online discussions: effects on discussions and classroom community in internet-based university courses. Journal of Computing in Higher Education, 15(1), 89-107.

  • Thomas, M. J. W. (2002). Learning within incoherent structures: the space of online discussion forums. Journal of Computer Assisted Learning, 18, 351-366.


Getting good responses without the workload in discussion forums1

Getting Good Responses Without the Workload in Discussion Forums

Dale Vidmar

Library Instruction Coordinator/

Education and Communication Librarian

Southern Oregon University Library

[email protected]

www.sou.edu/library/dale/lillywest2004/

- - - - - - - - - - - - - -

Lilly Conference on College & University Teaching - West

Pomona, California

March 19-20, 2004


  • Login