Distance Education Learning

Facilitating Discussion in the Online Classroom

Marialena MurphyGrand Canyon University NUR649E Nursing

Education Seminar IIJune 27, 2012

ObjectivesAt then end of this session participants will be able to: Understand the significance and effect

of online discussion facilitation on distance education

Implement strategies to resolve the challenges and make assessments and evaluations in online discussions

Connect strategies, assessments and evaluation methods to professional nurse educator standards

Issues in Distance Education

Distance education provides many benefits including flexibility, accessibility and affordability to students and faculty

The virtual classroom also creates challenges for faculty to promote meaningful discussion between participants and learning

http://blog.post.edu/2011/06/online-discussions-best-practices-how.html

Effect on Distance Learning

Online classroom discussion is considered asynchronous, participants are not necessarily learning or discussing topics at the same time.

This is a shift from synchronous discussion that is more commonplace

http://uist.blog.com/2012/02/10/hello-world

Significance of Facilitating Discussion

Enhances the learning experience

Provides multiple viewpoints Encourages questioning

attitude Everyone participates Creates a collaborative

learning process Creates a feeling that all

learners are valued Social support

http://www.globalkap.com/Document-Collaboration/Document-Collaboration-Software

Facilitating Discussion in the Online Classroom

What methods facilitate meaningful discussion between the class participants?

How can faculty provide support and guide the discussion without “lecture”?

http://www.diymarketers.com/2010/09/26/online-chat-a-powerful-sales-and-marketing-tool/

Strategies for Resolution Ask open ended questions Encourage all students to participate Address students specifically Create a dialogue between

participants Faculty participation

http://www.ehow.com/how_6939122_build-virtual-classroom.html

Strategies for Resolution Identify ways to deepen the

discussion Legitimate dissenting or minority

perspectives Model behavior Think outside of the instructor “self” Analyze the trends in discussion

posts Foster connections with students

http://www.autism-community.com/education/teaching-strategies

Ongoing Monitoring Continuous and regular monitoring of

the online students posts and discussion progress

Quality faculty communication encourages ongoing feedback from the students

Faculty self-reflection and continued learning to assist in the development of online discussion facilitation skills

Student Evaluation Provide timely, constructive and

thoughtful feedback to learners Use of a discussion rubric to evaluate

the timeliness and quality of discussion posts

http://drdianehamilton.wordpress.com/2011/02/16/how-to-respond-effectively-in-online-discussions/

Faculty Evaluation Utilizes current literature and

evidence to assess and evaluate online discussions

Faculty development needs assessments

End of course student evaluations

Professional Standards Facilitate Learning Facilitate Learner Development and

Socialization Use Assessment and Evaluation

Strategies Function as a Change Agent and

Leader Function within the Education

Environment

References Billings, D., & Halstead, J. (2009). Teaching in nursing: A guide

for faculty. 3rd edition. St. Louis, Mo: Elsevier/Saunders. Effective Online Teaching. 5 Steps to Facilitating Online

Discussions in Distance Education (2012). Retrieved from http://effectiveonlineteaching.org/2012/01/18/5-steps-to-facilitating-online-discussion/.

Hrastinski, S., & Jaldemark, J. (2012). How and why do students of higher education participate in online seminars? Education and Information Technologies, 17(3), 253-271. doi:10.1007/s10639-011-9155-y

National League of Nursing (NLN). (2007). Nurse educator competencies: Creating an evidence based practice for nurse educators.

Wright, T., Scherb, C. A., & Forsyth, D. (2011). A Rubric for Evaluating Online Discussion Contributions of Graduate Nursing Students. Clinical Scholars Review, 4(1), 5-14. doi:10.1891/1939-2095.4.1.5