Best Practices in Online Discussion Forums

I created my presentation based on professional development at Georgia Virtual School where I am employed. Here is my final product =) Enjoy!



Annotated Bibliography

Hew, K., & Cheung, W. (2008, November 1). Attracting Student Participation in Asynchronous Online Discussions: A Case Study of Peer Facilitation. Computers & Education, 51(3), 1111-1124. (ERIC Document Reproduction Service No. EJ799046) Retrieved August 2, 2009, from ERIC database.

This study focused on how to encourage student participation in online discussion forums. It allowed 24 post-graduate students to take on facilitator roles and provide feedback to researchers as to what worked best to accomplish this task. The main drawback was that these students also had face-to-face classes together which means that they would be more inclined to participate in an online discussion because the students had better social relationships. Therefore in application to distance learning where no face-to-face interaction takes place, this study may show more positive results.

Mazzolini, M., & Maddison, S. (2007, September 1). When to Jump in: The Role of the Instructor in Online Discussion Forums. Computers & Education, 49(2), 193-213. (ERIC Document
Reproduction Service No. EJ765106) Retrieved August 2, 2009, from ERIC database.

This particular study focuses on the role of the instructor in the online discussion environment. Research was collected from graduate students in Australia over an extended period of time. The main drawback of this study is the level of education student participants had. In application to secondary education, the presence of an instructor in discussion forums may be more necessary and desired by students, showing a different conclusion than Mazzolini and Maddison.
McLoughlin, D., & Mynard, J. (2009). An Analysis of Higher Order Thinking in Online Discussions. Innovations in Education & Teaching International; May 2009, Vol. 46 Issue 2, p147-160. Retrieved June 14, 2009 from Education Research Complete.

This study entailed the participation of women only which could reflect gender bias in the outcome of the study. In addition, students were attempting to attain an education above the secondary level which could presentation different applications of the study’s conclusion. Though valid points were made, participation was also part of the students grade.

Riley, N. (2006, March 1). Methods for Evaluating Critical Learning Using Online Discussion Forums. Technology, Pedagogy and Education, 15(1), 63-78. (ERIC Document Reproduction Service No. EJ819818) Retrieved August 2, 2009, from ERIC database.

Focused on evaluating for critical thinking skills, this particular study only highlighted results from one discussion prompt amongst 29 students. While categorizing responses into three excellent achieving levels, failure to detail the instructor’s role may invalidate results. Also, no minimum postings were to be made which did not encourage student participation.

Rovai, Alfred P. (2007) Facilitating online discussions . Internet & Higher Education, Jan2007, Vol. 10 Issue 1, p77-88, 12p; DOI: 10.1016/j.iheduc.2006.10.001; (AN 24313219; Database: Education Research Complete) Retrieved August 9, 2009, from ERIC database.

Facilitating effective online discussions made valid points that highlighted the importance of design and participation. The study was a culmination of reviewed literature on the topic and input from the author’s own personal experiences. Therefore, though seemingly valid, the conclusion may reflect personal bias.

Zhang, T., Gao, T., Ring, G., & Zhang, W. (2007, October 1). Using Online Discussion Forums to Assist a Traditional English Class. International Journal on E-Learning, 6(4), 623-643. (ERIC Document Reproduction Service No. EJ771829) Retrieved August 2, 2009, from ERIC database.
Addressing the relative impact online discussion forums can have on all types of learners, this research study focused on 54 Chinese high school students who were learning English as a second language. Conclusions were drawn from videos, interviews, and transcripts on the online discussion forums. The main drawback was forced participation in the study and the different educational expectations between Chinese and US schooling.

Mind Map: Static Versus Dynamic Technologies

As differentiated in the reading. Moller (2008) makes a clear distinction between static and dynamic technologies. To begin, static technologies are ones that I believe many educators can feel comfortable with incorporating their use in the classroom. The reason being focuses on the fact that static technologies "mimic the traditional classroom or teacher-led instruction" (Moller, 2008, p.1). As detailed in the mindmap, many of the static technologies/medias seem not to be that complicated by nature. In a way, they also allow the educator some control in how they are used to transmit knowledge. But transmitting knowledge can be done a variety of ways. On the other end, is the idea of dynamic technologies. These technologies may be more complicated but they also allow the user a degree of personal freedom over their learning experience. For example, Elluminate is a great tool for both students and teachers. While it does seem to have a static avenue to allow the teacher to communicate content information to the students, it can also be used to divide students in to break out groups and have them lead themselves in a monitored discussion. Even just surfing the Internet for resources can be considered dynamic because the learner has the capability and freedom to discover new sources of information.

Based on what I have learned in this course so far, I have many tools that enable me to move my classroom toward the dynamic end. I have learned about various new technologies that allow me to do so. But even more important, I think that this class has helped emphasize the importance of support that will allow me to do just that. For example, using Skype to communicate with classmates has given me the opportunity to build meaningful relationships with colleagues. This support system makes me comfortable in trying new dynamic technologies in the classroom because I can seek advice.

References
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Laureate Education, Inc. Retrieved August 1, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476918&Survey=1&47=3679118&ClientNodeID=984645&coursenav=1&bhcp=1