20 th Annual TLI Conference: Looking Back, Moving Forward

1. 20th Annual TLI Conference: Looking Back, Moving Forward Virtual Discussion Groups in the First Year Experience Carol Dauda, Political Science, University of Guelph

2. Web Ct Discussion Forum Set-up • Closed groups of 30-40 – students randomly assigned to one exclusive group • Students create their own discussion based on weekly lecture topics, readings, class discussions in lectures • No participation or intervention by instructor/GTAs in actual discussion forum • Forums monitored daily – feedback currently in two forms • Feedback in class on topics and quality of discussion • Individual feedback through private email Carol Dauda, Political Science, University of Guelph

3. Basic minimum requirement: • 5 posts – introduction, start one discussion thread, reply to three other discussion threads • Meeting requirement allows student to submit reflection paper by last week of class • copy and paste three best posts, write paragraph reflecting on experience • 5 marks for minimum requirements, 10 additional marks for active participation (number of posts), quality of posts and reflection Carol Dauda, Political Science, University of Guelph

4. Participation Inducements • Marks • 15 % of final mark • Exhortation • Reminders of requirements and need to participate in first weeks of class • Suggestions for further discussion during class discussion • Rah-rah! • Comments in class on topics discussed in different groups Carol Dauda, Political Science, University of Guelph

5. Participation Results • W07: 87.2% of class participated • 22 out of 172 students (12.8%) did not participate • In a given group about a third participate enough to get above 70% (12 interactions and above – to get a high A must have at least 20, A+, 24) • Two thirds of the group are C and below (cannot get above 60% if you just qualify) Carol Dauda, Political Science, University of Guelph

6. Student Assessment Based on Reflections • Compared to face-to-face discussion: • Intimidating but less so • As in face-to-face seminars, smaller group of people easier to handle • Able to take more time to think about and articulate ideas in on-line discussion • Beneficial to have to articulate ideas in writing • Benefits in understanding course material because you can go back and read the posts • Benefit in reading posts even if you do not actively participate Carol Dauda, Political Science, University of Guelph

7. Social benefits • Able to participate in serious political discussion with peers • Learn that peers have many points of view • Become much more aware of their own political point of view • Learn to articulate contrary argument in assertive but respectful manner • Become more confident in expressing ideas to others • Experience student-driven discussion without active instructor involvement Carol Dauda, Political Science, University of Guelph

8. Deficiency in relation to face-to-face tutorials • Without face-to-face contact, limited connection between contact in class and discussion forums • Students are not able to recognize their group members in class (also a problem for instructors) • Some students prefer spoken rather than written debate • Students would like more interaction/intervention from instructor or tutorial leader, especially more feedback during the semester Carol Dauda, Political Science, University of Guelph

9. Pedagogical Benefits • Provides additional vehicle for students to practice skills of making an informed argument • Instrumental in encouraging student identification and engagement with current political ideas • Monitoring can be more extensive than in face-to-face tutorials if willing to devote time • Provides instructor with instructive feedback on students’ understanding of basic concepts • Provides general instructive feedback on how students understand the politics of their day Carol Dauda, Political Science, University of Guelph

10. Working with GTAs • GTAs may learn more, through monitoring, about students and their understanding • Limited GTA experience and skill development, little involvement beyond monitoring and marking • Easier to monitor GTA involvement - harder to monitor GTAs’ performance in face-to-face seminars during the semester Carol Dauda, Political Science, University of Guelph

11. Future Challenges • Combining face-to-face contact with the use of on-line discussion forums • Improving feedback during semester and on final paper by developing on-line assessment • Time! Maintaining quality and interest, monitoring and assessing, tech trouble shooting, takes up a great deal of time Carol Dauda, Political Science, University of Guelph