![]() However, when there are only words to interpret messages, you need to be especially careful in what you say - there is no voice tone or body language to help the ‘listener’ interpret your message.” (University of Tasmania, 2014, Guidelines for Participating in Discussions. ![]() For example: “Just as courtesy and respect are expected in a face-to-face class or meeting, this same behaviour is expected in online discussions. A typical guideline might incorporate a ‘discussions etiquette’ paragraph among other advice and expectations for online discussion. However, in the context of academic online discussion boards, it is more useful to consider it as an outline of expectations, or the setting of clear ‘rules of engagement’ for this particular learning tool. Netiquette may be narrowly defined as ‘etiquette online’. The Guide to Fostering Asynchronous Online Discussion in Higher Education.How to Prepare and Moderate Online Discussions for Online Learning (Contact North Canada).Asynchronous Discussion Best Practices (American Public University System).Getting Started with Online Discussion Forums (Teaching Commons - Stanford).Designing Online Discussions' Key Questions (Brown University).Democracy, deliberation and design: the case of online discussion forums. Facebook in higher education promotes social but not academic engagement. Journal of Asynchronous Learning Networks, 14 (1), 103-116. (My) three principles of effective online pedagogy. Australasian Journal of Educational Technology, 16 (1). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. A report commissioned by the Higher Education Academy. A literature review of the use of Web 2.0 tools in Higher Education. Australasian Journal of Educational Technology, 28 (7). Students' perceptions of using Facebook as an interactive learning resource at university. Irwin, C., Ball, L., Desbrow, B., & Leveritt, M.Is wiki an effective platform for group course work? Australasian Journal of Educational Technology, 24 (2). You will not necessarily post to this discussion board as it will be a student discussion space, but you may need to moderate this board for netiquette. Creating a discussion forum where students can connect without distracting from the main content of the discussion is a useful alternative. You may want to have an alternative space for students to post information unrelated to the specific topic of discussion. They may be facilitated or non-facilitated, depending on the purpose of the discussion board, and may be accessed by the whole unit cohort or just small groups of students within the unit. Consider, when you design discussion boards, whether or not students can post anonymously.ĭiscussion boards can be set up with respect to specific content areas in your unit, specific assessment items, as forums where student can ask the unit coordinator questions or as group discussion boards. Students react positively when allowed a certain amount of control over the how, when and where they post and to whom the posts are visible. Alternatively, inform students when you will be reading and responding to their posts so that they can choose to come online at that point in time. To enhance social connectivity, schedule specific blocks of times when students can post and, a facilitator will be present in real time to respond. Social connectivity through Discussion Boardsīecause they are usually asynchronous (unless specific times are scheduled for their use as part of the curriculum), social connectivity in online discussion boards is reduced. Actively engage the student and facilitators in a shared learning experience.View the discussions as preparation for assessment items in the unit.Uncover/highlight their own and other student misconceptions.Allow the application and extension of content provided in a unit through written reflections or critiques.Be able to situate theory/abstract concepts into authentic contexts.Own some of the responsibility for the active functioning of the board.Points to consider include in relation to intended learning outcomes include allowing students to: Student Voice regarding design of online discussion boards: “Good idea, but needed a little more specificity regarding a student’s obligations over the 3 Modules” CXA309 student at the University of Tasmania (2014) When incorporating online discussion boards into your curriculum, make it clear to the students the goals of the discussions by outlining the generic and the specific aims and outcomes. The specific goals of the discussion boards are important.
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