Author
Carrie Levin
Publish Date

Variety is the spice of online discussions

We’ve likely all been there – setting up our discussions for the semester and stuck in an instructional rut: “Respond to this article and reply to two peers.” After several weeks, it can feel a bit boring, even to us as instructors. While a consistent course organization and predictable due dates do promote student success in online courses, we should feel confident in mixing up the format of assignments to add some variety.

Rich and engaging discussions are often the heart of an online course, and for good reason. They engage students both socially and intellectually. Research tells us that both types of types of engagement are necessary for students to be successful and feel engaged in online courses.  

In the literature, scholars have been able to link social interaction to engagement and satisfaction in online courses. Interactions with other students and with instructors improves student satisfaction with courses and their perceived amount of learning in a course. (Gherghel et al., 2023; Jung & Choi, 2002; Kuo et al., 2014; Swan, 2001, 2002; Wang et al., 2022) Cho & Cho (2014) found that they could predict behavioral and emotional engagement in an online course based on teaching presence and whether instructors scaffolded student-to-student and instructor-to-student interactions.

Discussions are a great platform to scaffold for these key interactions. Below, we share some ideas for spicing up your discussions.

Why spice up discussion prompts?

  • Critical Thinking and Problem Solving: Varied prompts can encourage critical thinking and problem-solving skills, rather than just summarizing.
  • Real-world Relevance: Create prompts that reflect real-world situations and scenarios to make the course content more relevant to students. It helps them connect theoretical knowledge to practical applications, fostering a deeper understanding.
  • Motivation and Engagement: Repeating the same type of discussion prompt can become monotonous and demotivating for students. Varied prompts keep the learning experience fresh, motivating students to participate actively and stay engaged throughout the course.
  • Inclusivity: Students have different backgrounds, experiences, perspectives, and strengths. Create discussion opportunities for all students to contribute and share their unique viewpoints, ensuring inclusivity and diversity in discussions. Some may excel in written discussions, while others may prefer the opportunity for audio or video-based responses. Appeal a variety of strengths and maximize student participation and connection by providing a variety response options.
  • Higher-Order Thinking: Some prompts can stimulate higher-order thinking skills like analysis, synthesis, and evaluation.
  • Active Participation: By changing the format and type of discussion prompts, instructors can encourage more active participation. Some students may be more comfortable with group discussions, while others may prefer individual reflections or peer evaluations.
  • Reduce Cheating: Using varied prompts with specific requirements makes it more challenging for students to rely on external sources or generative AI, thereby reducing the likelihood of cheating.

Examples of Varied Discussion Prompts

By using a combination of these discussion prompts, you can create a dynamic and engaging learning environment that encourages students to think critically, apply their knowledge, and actively participate in the online course. Adapt these examples to suit your course's specific objectives and content.

Open-Ended Questions:

  • "What are the key takeaways from this week's reading?"
  • "How does the concept we discussed relate to real-world situations?"

Case Studies:

  • "Analyze the provided case study and propose a solution to the problem presented."
  • "Discuss how the concepts we've learned can be applied to the scenario in this case study."

Debates:

  • “Take a stance on a controversial topic related to the course material and defend your position. Engage with your peers who hold opposing views."
  • "In a structured debate, argue for or against a specific theory or approach we've covered."

Peer Reviews:

  • "Share your project or essay draft with a peer and provide constructive feedback on their work."
  • "Reflect on the feedback you received from your peer review and describe how it has influenced your revision process."

Reflective Journals:

  • "Write a reflective journal entry on your personal experiences applying the concepts from this module in your daily life or work."
  • "Discuss how your perspective has evolved throughout the course and what you've learned about yourself as a learner."

Scenario-Based Questions:

  • "Imagine you are a [relevant profession], and you encounter a specific situation. How would you handle it based on what you've learned in this course?"
  • "Create a scenario where the principles of [course topic] are essential and discuss its potential impact."

Current Events:

  • "Find a recent news article or event related to the course material and discuss its implications."
  • "How do current global events reflect or challenge the theories discussed in this course?"

Group Discussions:

  • "Work in groups to analyze a complex problem and present your findings and solutions to the class."
  • "Collaborate with your group to create a multimedia presentation on a course-related topic and discuss the challenges you faced and how you overcame them."

Ethical Dilemmas:

  • "Explore an ethical dilemma related to the course material and discuss the moral and ethical considerations involved."
  • "What ethical issues might arise in the application of [course concept]? How can these be addressed?"

Hypothetical Scenarios:

  • "Imagine a world without [key concept]. How would society function differently?"
  • "Create a hypothetical business plan or project proposal that integrates the principles discussed in this course."

Tech Tools to Support Robust Discussions

Harmonize Discussions in Canvas

Many UIS faculty members are using a tool called Harmonize to enhance the online discussion features in Canvas. Harmonize allows you to:

  • Add multiple due dates to a discussion
  • Easily integrate multimedia
  • Auto-grade participation
  • Add image and video annotation
  • Add polls to discussions
  • Create student-led discussions

Canvas Comment Library

  • The Comment Library allows instructors to save and reuse commonly used text feedback in SpeedGrader.
  • As an instructor, you can add new comments and delete existing comments.
  • Comments you have added to the Comment Library are accessible from each course in which you are enrolled as an instructor.

More Information

References

Cho M.H., Cho Y. (2014). Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures. The Internet and Higher Education.

Gherghel, C., Yasuda, S., & Kita, Y. (2023). Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic. Computers & education.

Jung I., Choi S. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education & Teaching International. 

Kuo Y.C., Walker A.E., Schroder K.E.E., Belland B.R. (2014). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education. 

Swan K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education.

Swan K. (2002). Building learning communities in online courses: the importance of interaction. Education, Communication & Information.

Wang Y., Cao Y., Gong S., Wang Z., Li N., Ai L. (2022). Interaction and learning engagement in online learning: the mediating roles of online learning self-efficacy and academic emotions. Learning and Individual Differences.