I only use the discussion board in my Senior Seminar class - one that
requires a lot of classroom discussion. I put students in charge of running
the discussion (it's part of their presentation grade). I do it for various
reasons
1. Currently, I have a huge class (40 students this term). Not everyone can
make their opinions known in every class - or may find it difficult to do
so. This gives them a chance to be heard.
2. This allows for continuing debate among topics that have been brought up
in class.
3. This allows for groups to present topics, issues, whatever before the
class begins (gets everyone in the right frame). They have had students
answer questions, fill out surveys, look at websites, do activities, see a
film clip - you name it.
At 09:48 AM 1/17/2008 -0500, you wrote:
I agree that you need to build in incentives/points/grades for the on-line
discussion. They are now required to take two classes --presumably show
up and take notes and participate? in the classroom and take notes, keep
up, and chit-chat in the discussion forum. I have employed the discussion
forum only a couple of times and have not had great success (ha, can you
tell?). I want to make sure that it serves a purpose. Mine was for them
to exchange viewpoints on the lessons/issues presented and feel freer to
participate with me or others more informally. If you get too informal
here you can run into other troubles. I had heard the babble about
getting the shy students to open up. I haven't seen much of
that. Students themselves told me that I would need to create more formal
exercises, make them worth points, and require them--much like I might do
in class with homework, discussion groups, etc. While I do not do a lot
of group activities in class, I will have them form discussion groups or
work on problems that I present. I wasn't having a problem with this in
class but thought the discussion online might be even better. I ended up
spending a lot of time structuring the on-line activities and also working
on things in class---they ended up having two classes to attend and I
ended up teaching two classes. I did not feel the pay-off in terms of
real learning was increased (as evidenced by the kinds of discussions and
the objective---not subjective, objective exams. Just another viewpoint.
It was probably my lack of patience. I am hoping to hear more success
stories, and may have a conversion experience so that I can give
testimony, praise Blackboard! at a teacher's conference ;-) Gary
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
Rhyme and Reason - DMB
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