2010 tech ed conf_discussionboards_fnl
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Discussion Boards-Reading, Writing, and Critical Thinking in
Action
Ida M. Jones, J.D.
Craig School of Business
California State University, Fresno
idaj@csufresno.edu
How many of you use technology to teach? What kinds?
Effective Teaching and Learning
• Lectures• Manage learning• Control amount of info• How learners get the info• Present to large numbers of learners
• Socratic method: questions and answers under fire; probing to encourage learning
How does Learning Occur?Orally delivered content
Students listen, discuss in person
Students • watch, • take notes, • follow instructor modeling analysis
2 Learning Theories
info
infoConstructivism
Objectivism
info
Learning Theory-Deeper Learning
vs
Surface learning
Deep learning
Seven Principles for Good Practice in Undergraduate Education
• “encourages contact between students and faculty• develops reciprocity and cooperation among students, • encourages active learning, • gives prompt feedback, • emphasizes time on task, • communicates high expectations, and• respects diverse talents and ways of learning. ”
(Chickering, A. W., and Gamson, Zelda F. (1999), available at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm,
Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning(80), 7.)
What is an Online Discussion Board?
• Threaded discussion, e.g.• Blackboard, discussion forum• Google Groups
• Asynchronous• One person posts a thread
• Others respond• Written rather than oral
• Flexible
Collaborative Quizzes(Sample Attached to Handout)
• Collaborate to develop answers • Basic questions• Some case discussions
• Randomly assigned groups of 5-7 • Each week,
• Discuss answers to quiz questions • Prepare a group answer to each question.
• The individual quiz -3 randomly selected questions• Grades based on results of
• Writing original answers• Commenting/adding to other answers• Developing group answers• Taking quiz; submitting group answers as responses
COLLABORATIVE QUIZZES-STUDENT EVALUATIONS OF EFFECTIVENESS
Overall, the group quizzes were an effective way to learn the material.
Agree48%
Disagree4%
Neither Agree nor Disagree
22%
Strongly Agree22%
Strongly Disagree
4%
Agree
Disagree
Neither Agree nor Disagree
Strongly Agree
Strongly Disagree
BA88Fall 2008
70% agreed/strongly
agreed
Overall, the members of my group helped to keep me engaged and participating in productive dialogue. BA88F08
Strongly Agree43%
Agree26%
Neither Agree nor Disagree
13%
Disagree9%
Strongly Disagree9%
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
BA88Fall 2008
69% agreed/strongly
agreed
Overall, the members of my group were helpful in identifying areas of agreement and disagreement on
course topics that helped me to learn.
Agree. 33%
Disagree. 8%
Neither Agree nor Disagree.
13%
Strongly Agree. 46%
Agree
Disagree
Neither Agree nor Disagree
Strongly Agree
BA88Fall 2008
79% agreed/strongly
agreed
Review of Seven Principles for Good Practice in Undergraduate Education
• “encourages contact between students and faculty• develops reciprocity and cooperation among students, • encourages active learning, • gives prompt feedback, • emphasizes time on task, • communicates high expectations, and• respects diverse talents and ways of learning. ”
(Chickering, A. W., and Gamson, Zelda F. (1999), available at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm,
Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning(80), 7.)
Lessons Learned-1• Length of time to learn
• Fall 2006; all semester• Fall 2008; by the 2nd of 5 lessons
• Students were initially reluctant to post comments, especially constructive criticism of the information posted by members of their groups.
• Organization• Fall 2006: Students were unwilling to set internal
deadlines to complete work. They were much more comfortable with instructor-established deadlines.
• Fall 2008: were different and much more collaborative
Lessons Learned-2• Students’ preparation for discussions that
involved deeper learning were better after they worked on the collaborative quizzes.
• Those students who worked on the quizzes • performed better on exams. It’s not clear yet
whether that was because they were better students overall, or whether the quiz format helped them.
• Engaged in in-depth critical analysis
Now, it’s your turn!
• Use the handout to create your own discussion assignment• Purpose• Length of time• Easy to difficult questions
• Turn to the person next to you and explain your assignment
Questions and Comments
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