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#1 30-08-2017 09:33:39

donnieclark
Membre
Date d'inscription: 12-05-2017
Messages: 266

Divide and Conquer.

Hello Guys,

Although few of us would ever consider teaching a face-to-face discussion section with 50, much less 100, students, many instructors supply only one discussion board for tens or even hundreds of students to use at once.

I recently observed a colleague teaching an in-person lecture course of 100 students. Prior to each lecture, the instructor posted one online discussion board for all 100 students to discuss the lecture’s reading assignment. Projects are addressed to see Case study examples. But when I observed the online discussion board, I saw few, if any, students actually discussing the reading assignment.

Each student was required to post a comment or question, which they did. But none of the students were “talking about (something) with another person or group of people,” which is the definition of discussing.

If the pedagogical goal is solely to hold students accountable for a reading assignment, then an online submission box would serve better than an online discussion forum. But if the pedagogical goal is to enable interaction and engagement between and among students about what they read, then you need to divide and conquer.

Divide any class larger than a dozen students into subsections of six to eight students and create a separate but parallel discussion board for each subsection. In this way, students can more easily interact with each other, and a class of 80 can feel like a class of six to eight.

All the online learning management systems (e.g., Moodle, Instructure Canvas, Blackboard) allow students to be divided into groups — automatically generating a unique discussion board for each group. In terms of workload, it’s no more effortful to divide large classes into subsections, but for engagement, it’s considerably more beneficial.

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