The Power of Discussion Boards
Despite that discussion boards provide students with an avenue for participation and dialog in an online environment, the actual use of the board or the quality of posts may flag for many reasons. The three most common reasons can be summarized in the following:
- Students do not participate in online discussion boards to avoid conflicts with fellow classmates,
- Students don’t see that their participation brings value to their learning experience, and
- Students will not provide reflective and cohesive responses either because they want to avoid conflict, or the instructor did not provide parameters around the quality of the response. In cases like this, students will post short replies such as, “Nice post!” Or “I don’t agree.”
This article will define what an online discussion board is, survey the benefits of online discussion board participation, and lastly, provide best practice tips to facilitate a successful online discussion experience.
What is an Online Discussion Board
By definition an online discussion board, also known as a forum, is an area where people can have conversations through posting their ideas, responding to other posts and posing questions. For example, Apple has several forums for customers to post difficulties they may have with their Apple computers, tablets or phones. Customers will post their problems with their equipment and then either another customer or an Apple representative will reply with suggestions of possible solutions.
In an educational environment, an online discussion board can be created through either the campus learning management system (LMS) or another tool such as Google Hangouts. An online discussion board provides the ability for asynchronous discussions to occur over a period of time. Students are able to gather their thoughts and ideas before posting and sharing their reflective responses, which leads to more in-depth learning.
Benefits of an Online Discussion Board
Some benefits of an online discussion board are:
- Builds a community with peers and the instructor in an online environment.
- Creates opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and create in-depth reflective responses.
- Gives all students a voice, especially those who are normally quiet in a classroom environment, need more time to compile their thoughts or want to avoid a conflict or disagreement.
- Empowers students to view and respond to their peers in a safe and respectful environment.
Best Practice Tips to Facilitate a Successful Online Discussion Board
According to Margaret A. Martyn (2005), author of “Using Interaction in Online Discussion Boards,” “Productive discussion does not happen automatically—it must be planned” (p. 61).
At first, the difficulty of developing a successful online discussion board is finding the best formula that best fits your teaching style and assist students to successfully meet the learning outcomes of the activity. The following list provides a few common best practice tips for a successful and interactive online discussion board:
- Define a Netiquette and Expectation Policy: In your syllabus, provide a netiquette policy for all discussion boards and clarify what is expected from your students.
- State a purpose: Be sure to tie in your course learning objectives into the discussion and how you want students to achieve those learning objectives. Do you want students to demonstrate their knowledge of key concepts or share a personal experience that relates to the topic?
- Create clear instructions and grading: Clearly state simple instructions and grading policy for participation in the discussion boards.
- Pose open-ended questions: Use questions that will encourage students to explore, compare, discuss and reflect in their responses based on their own personal experiences. This may ignite an open and continuing dialogue with their peers.
- Set limits: Think of how to manage your time in facilitating but also ensuring students are able to meet deadlines and posts meaningful posts. For example, schedule days and times when student discussion posts are due for the whole semester so students will incorporate these days/times in their schedules. Also, set the length of student posts to a manageable amount for you and other students to review. For example, each post should be a minimum of 200 words and maximum of 500. This will help students create an in-depth and reflective posts within these parameters.
- Ensure instructor presence: Engage students by interacting with them within the discussion boards. Clear up any confusion or questions. Compliment good posts and conversations. Ensure students to voice their responses in a safe online environment.
Where do you go from here? If you already use online discussion boards in your course, perhaps you can re-evaluate them and make any adjustments necessary to improve student experiences. Try creating a class Netiquette Policy so students are involved in setting a safe online environment for their class, or rewording a question to generate more student interactivity.
If you are thinking about using an online discussion board for the first time, create one online discussion board using the best practices listed above as a pilot then evaluate student responses and make any adjustments necessary to produce the desired learning outcome expected from your students.
Online discussion boards are a great opportunity for you to learn from your students and students to learn from their peers. It creates an interactive and dynamic learning platform to your course. And lastly, it will enhance a sense of community in the online environment.
- Effective Discussion Prompts (YouTube Video)
- Mastering Online Discussion Board Facilitation (PDF)
- Using Interaction in Online Discussion Boards
- 3 Reasons Students Don’t Participate in Online Discussions
- Eight Tips for Facilitating Effective Online Discussion Forums
Martyn, M. A. (2005). Using Interaction in Online Discussion Boards. Educause Quarterly, 2005(4), 61-62.