The instructor may need to spend a bit more time supporting students in the discussions, or offering summaries of new words and expressions learned via email after the discussions. Research shows that groups of less than eight people will probably stagnate from lack of interaction, but so too will groups over 15 people as students feel overwhelmed by the number of posts in the forum. If the course numbers allow it, then create smaller discussion groups of people. A good tactic is to then employ the ’Cross-pollination’ method discussed in this module.

• For example, groups might take notes on different pages of a Google Doc or collect data on separate tabs in a Google Sheet.
• When preparing for a virtual discussion, take time to mentally walk through the learning objectives, driving questions, and key takeaways.
• When students know exactly how they will be evaluated they tend to live up to those expectations.
• Carefully consider your wording when you redirect the discussion so as not to discourage contributions.

Role Play

Your discussion may be more open-ended or there may be specific discussion prompts. In the case when there are specific discussion prompts, read them carefully and respond to all aspects of the prompt. Also, note whether your instructor wants you to include references and, if so, how many.

This chapter will provide the learner with an overview of online discussion management approaches, pedagogy, best practices, and tactics. It also looks at advanced methods of online discussions that help advance student learning to new levels. Create a social atmosphere, which is friendly and enthusiastic. Model the style and tone you want your students to use in their postings. This same forum can be used later during the course for students to post messages of interest that may not be directly related to the weekly class discussions. Online discussions have become an essential part of learning and professional growth.

Online discussions can help you prepare for class, learn discussion skills, practice your writing skills, and learn from others. To be successful, you need to translate your face-to-face discussion skills to the online environment. Remember that online discussions are first and foremost dialogues, not writing assignments. The following tips highlight key features of effective online discussion strategies, whether for discussion groups. Be sure to read and follow your course-specific discussion assignment instructions.

Make sure to create new threads if new topics evolve in the discussion. Subscribing to receive email alerts of new postings can help participants keep up with a conversation without checking back into the discussion forum repeatedly. You can configure the tool to receive alerts whenever a new post appears, or receive a daily summary of the posts.

Insert a rectangle just small enough for a student to write their name. Then, right click and copy and paste enough rectangles on the page for the number of students you have in class. The human bar graph is a great way to immediately measure ELA students’ understanding of any topic in a fun, interactive game for the classroom or a Google Meet/Zoom. For all students, establishing these rules and sharing them at the beginning of each discussion will set the tone for your online learning. This could be a new concept for students, as well as educators, and they need to know what is expected.

Work To Create Group Cohesion

Google Forms are such a simple and easy tool for teachers and students alike. Share this slide with students through Google Classroom as an assignment using the Students Can Edit option. Once students are in the slide together (up to 50 can work together at one time), instruct them to write their name on one rectangle.

Examining social presence in online courses in relation to students’ perceived learning and satisfaction. If you expect students to make posts and replies at least three days of the week, so should the professor as the model. The instructor’s posts should be high https://easternhoneys.org/legitimacy-and-safety/ quality, referenced, and academic, thus becoming a guide of what is expected. If you feel very emotional about a message, wait before responding.

It also encourages them to practice embedding their thoughts and questions in a larger context, a key skill for research and research-based communication. It’s also important for this approach to allow students to pass in the moment or indicate privately that they’d prefer not to speak. Teachers are likely accustomed to seeing many faces looking back at them, but for students, the interface may feel disorienting and intimidating.

Silent Discussions

This way, students can build off of one another with multiple examples to answer one question. One way that Christina, The Daring English Teacher, loves to get students engaged in meaningful classroom conversations is through fishbowl discussions. She holds fishbowl discussions every semester to provide students with an opportunity to discuss what they’ve learned during the semester.