meaningful discussion activity for online distance learners

Meaningful Online Discussion Activity for Distance Learners

Dr Megan KimeUniversity of Leedsm.kime@leeds.ac.uk

@m_kimo

Context• Taught postgraduate programme Applied and Professional Ethics

• Fully online distance learning

• Launched 2010

• 10-20 students per year

• Delivered via institutional VLE (Blackboard Learn 9.1)

• Non-traditional students: mature professionals studying part-time

• Global reach: students based in Europe, North America, Latin America, East Asia, and Africa

ChallengePhilosophy is (still) taught by Socratic methods. How to replicate online?

In order to achieve learning outcomes we need:

• Atmosphere

Open, relaxed, collaboratory, constructive

• Dialogue

Student-student as well as tutor-student

• Critical engagement

With source material, with tutor and student POVs

Initial Approach

IDEAL SOLUTION: live webinar

BUT: Constraints...

• Scheduling (time zones, professional committments etc.)

• Bandwidth and hardware accessibility

• Staff attitudes

OUTCOME:

Online discussion forum activity facilitated by tutor.

Initial Approach

IDEAL SOLUTION: live webinar

BUT: Constraints...

• Scheduling (time zones, professional committments etc.)

• Bandwidth and hardware accessibility

• Staff attitudes

OUTCOME:

Online discussion forum activity facilitated by tutor.

Key Lessons LearntMEANINGFUL STIMULI

• Single, ‘first rung’ question

APPROPRIATE SCHEDULING

• ‘Synchronous asynchronicity’

EXPECTATION SETTING

• Length, tone, audience, and number of responses

Key Lessons LearntMEANINGFUL STIMULI

• Single, ‘first rung’ question

APPROPRIATE SCHEDULING

• ‘Synchronous asynchronicity’

EXPECTATION SETTING

• Length, tone, audience, and number of responses

Key Lessons LearntMEANINGFUL STIMULI

• Single, ‘first rung’ question

APPROPRIATE SCHEDULING

• ‘Synchronous asynchronicity’

EXPECTATION SETTING

• Length, tone, audience, and number of responses

Key Lessons LearntMEANINGFUL STIMULI

• Single, ‘first rung’ question

APPROPRIATE SCHEDULING

• ‘Synchronous asynchronicity’

EXPECTATION SETTING

• Length, tone, audience, and number of responses

INDUCTION, INDUCTION, INDUCTION

Thank-you! Any Questions?

m.kime@leeds.ac.uk@m_kimo