Exploration of Exploration of Online DiscussionOnline Discussion

Mary Loftus

What are we going to look at?What are we going to look at?

• MSc. in Software & Information Systems• The Student Experience • Effective Online Discussion• The Research Experience

– Working with Facilitators to explore the Role of Feedback & Expectations

– The Feedback Tool• Using the Literature to Develop a Model for

Managing Discussion– The Role of Facilitator– The Role of Online Student– The Learning Model

The The MSc. SIS MSc. SIS ProgrammeProgramme

MSc. Software & MSc. Software & Information SystemsInformation Systems• 2-year fully onlinefully online Masters programme • Co-created & co-delivered by IT department,

NUI Galway and Regis University (USA)• MODEL = short, accelerated, 8-week modules• Continuous assessment: weekly assignments,

discussion forum, final exam• Structured & Intensive

MSc. Software & MSc. Software & Information SystemsInformation Systems• New programme: launched in 2005-06

(now in its 3rd year)• Student recruitment and retention has been high• Mix of experienced and new on-line facilitators• Cross-cultural issues (Ireland & USA)• Fully on-line programme

MSc. Software & MSc. Software & Information SystemsInformation SystemsCore Modules

• MCT611 - Computer Architecture and Operating Systems • MCT610 - Software Engineering • MCT612 - Application Programming • MCT613 - Database Architecture • MCT614 - Database Concepts • MCT615 - Database Administration • MCT616 - Oracle 9iAS Portal Server • MCT617 - Enterprise Portal Design & Development using XML

Elective Modules

• MCT618 - Object Oriented Design • MCT619 - Object Oriented Programming • MCT621 - Artificial Intelligence • MCT622 - Real-Time Systems • MCT623 - Graphics Programming • MCT620 - Distributed Systems

MScSIS Weekly CycleMScSIS Weekly Cycle

Bloom’s TaxonomyBloom’s Taxonomy

The The Student Student ExperienceExperience

The Student ExperienceThe Student Experience

• Very Powerful Learning Experience

• Highly Participatory

• Structured & Managed

• Student Centred

• Encourages Student-Student Interaction

• Role of the Internet

Effective Online DiscussionEffective Online Discussion

• When discussion was goodWhen discussion was good it was very, it was very, very good! very good! – Forced students to absorb course content– Encouraged students to test & explore course

material– Facilitated sharing of experience– Perspectives from different students forced

reconsideration– => Much deeper learning than individual could

expect working alone

• When discussion wasn’t so goodWhen discussion wasn’t so good we only reached the first of these stages: – Forced students to absorb course content– Encouraged students to test & explore course

material– Facilitated sharing of experience– Perspectives from different students forced

reconsideration– => Much deeper learning than individual could

expect working alone

But… it didn’t always workBut… it didn’t always work

What would ensure that What would ensure that discussion would work better?discussion would work better?

• Feedback from the facilitator to each student?

• SolutionSolution: Design a web based interface to help facilitators evaluate student contributions

The Research The Research Experience: Experience:

Working with Facilitators to Working with Facilitators to explore the Role of Feedback & explore the Role of Feedback & ExpectationsExpectations

Research ProjectResearch Project

• The research project examined feedback as a means to ensure quality discussion

• Concentrated on Facilitator Student feedback• Designed an online tool to facilitate this feedback

process

Research Project ProcessResearch Project Process

• Began with an Online DiscussionOnline Discussion and a reversal of roles

• Student became facilitator & Facilitators took the participant role

The Facilitator/Student DiscussionThe Facilitator/Student Discussion

• The DiscussionDiscussion resulted in both sides appreciating the lot of the other!

• Researcher developed an appreciation for the student-centred learning model

• Facilitators reflected upon and evaluated their assumptions and approaches

• It also highlighted the potential for a mismatch in expectations between students and facilitators

DiscussionDiscussion – Student Expectations & Issues– Student Expectations & Issues

ExpectationsExpectations

• Expecting lectures

• Expecting facilitator to provide ‘the answers’

• Unsure of norms & expectations

FrustrationsFrustrations

• Focused on the facilitator – rather than peers

• Seeking reassurance & validation from the facilitator

• Engaging with content rather than with other students

ExpectationsExpectations • These are adult

learners – no lecturing• Encourage students to

engage with each other • Support students to

work together to find and evaluate knowledge

• Assessment – how to assess discussion

FrustrationsFrustrations

• Students dumping long posts - not responding to others

• Lack of student-student interaction

• Facilitators’ feedback seemingly ignored

DiscussionDiscussion – Facilitator Expectations & Issues– Facilitator Expectations & Issues

What did we learn?What did we learn?

• Clarify Expectations!

The The Feedback Feedback ToolTool

Built on MScSIS Discussion RubricBuilt on MScSIS Discussion Rubric

• Consistency of Participation• Content of Posts• Responsiveness

• Multiplier:– x .5 for 1 post– x .8 for 2 posts– x 1 for 3 posts

* Rubric developed by MSc SIS Facilitator Team

253

_______

10x .8

(for two posts)

Result: 8

To Develop The Feedback ToolTo Develop The Feedback Tool

• Enabled Facilitator to Analyse WebCT posts

• & Immediately assign marks

Report generates ‘Discussion Score’Report generates ‘Discussion Score’

• All marks are collated and an overall mark calculated

Will this Tool address the Issues?Will this Tool address the Issues?

• The feeling at the end of this project was that no, creating dynamic discussion involves more than a simple feedback mechanism.

• Such a tool will help clarify expectations and measure outcomes – but it is not enough to power the discussion dynamic

• Also the analysis of separate student posts will not capture the subtleties of a complete discussion

Developing a Model Developing a Model for Online for Online DiscussionDiscussion

From the Literature

A Discussion ModelA Discussion Model

Feedback is important, but more is involved:• Need to Build a Learning CommunityLearning Community (Salmon,

Palloff & Pratt)• Clarify Values & Expectations

(Brookfield & Preskill)• The following must be clear & explicit

– Role of the Facilitator– Role of the Online Student– The Learning model

(Garrison & Anderson)• Teach students how discussion should work

Role of FacilitatorRole of Facilitator

Facilitate a collaborative learning environment:

1. Invite students to Learn from each other

2. Facilitate Social Interaction

3. Align Discussion with Learning Objectives & Assessment Requirements

4. Share & Discuss Assessment Rubric

5. Clarify Background & Objectives for each Discussion

Role of FacilitatorRole of Facilitator6. Model desired Discussion Approach – Open,

Enquiring, Testing, Experimenting, Evaluating7. Provide Structure & Encouragement to fan the

flames of Discussion

8. Provide Feedback9. Acknowledge & Reward Collaborative Effort10. Summarise the Learning that Emerged from

Discussion – and the Evaluate the Process – so Students will be able to Repeat it

Role of Online StudentRole of Online Student• How to Explain Discussion to Students

– Apply ‘real life’ experience to topic– Break down the topic– Ask Question– Explore & Try Things out– ListenListen to what other students say– Build on each other’s Contributions– Use a Team Approach– Finally Evaluate the topic and your Learning

The Learning ModelThe Learning Model

• Student Centred

• Driven by Student Interaction

• Social Constructivism – knowledge is constructed collectively and developed as a result of a social interaction

• Ideas should be tried out and tested

Resources to Resources to help Develop help Develop youryour Model for Model for DiscussionDiscussion

Brookfield & PreskillBrookfield & Preskill

• Respect

• Assume good intent

• Invite students to discuss good discussion

• Invite Student Facilitator feedback Critical Incident Questionnaire

• Promote Critical Thinking

Palloff & Pratt Palloff & Pratt

• Build a Learning Community• Promote a Collaborative

approach to learning• The Group vs. the Individual• The process:

– Set the stage– Model the process– Guide the process– Evaluate the process

Garrison & AndersonGarrison & Anderson

• Build a Community of Inquiry

– Social Presence

– Cognitive Presence

– Teaching Presence

SalmonSalmon

• 5 Stage Model

• Guide Students through:– Access & Motivation– Online Socialisation– Information Exchange– Knowledge Construction– Development

List of referencesList of referencesBrookfield & Preskill, Stephen. (2005). Discussion as a

Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd Edition). San Francisco: Jossey-Bass.

Palloff & Pratt. (2004). Collaborating Online: Learning Together in Community . San Francisco: Jossey-Bass.

Garrison & Anderson. (2003) E-Learning in the 21st Century: A Framework for Research and Practice. RoutledgeFalmer

Salmon, Gilly. (2003). E-Moderating: The Key to Teaching and Learning Online (2nd Edition). UK: Taylor & Francis

Links to PapersLinks to Papers

• Black, Alison. (2005) The Use of Asynchronous Discussion: Creating a Text of Talk

• Herring M, (2002) Using Discussion Boards to Integrate Technology into the College Classroom

• Knowlton. Dave S., (2001) Promoting Durable Knowledge Construction through Online Discussion

• Rovai , AP (2002) Building Sense of Community at a Distance