By Ellen Schnur & Beth Boynton, RN, MS, CP
Discussion Boards can be a key factor in fostering student engagement and motivation, according to a Wiley University article by Danny MacDonald (2019).
Research indicates discussion boards can foster deep learning, allow for knowledge building and provide opportunities for students to be active participants in the learning process. (Guo, Chen, Lei, & Wen, 2014).
In another article (Mark Lieberman, 2019) Vanessa Dennen, professor of instructional systems and learning technologies at Florida State University, says she believes the value of interaction between students can’t be underestimated. “It is a place to keep them apace with other people, to see who the other people are in the class,” Dennen said. “That ties into all sorts of self-efficacy beliefs, along with a sense of community.”
Yet getting students engaged on discussion boards is not always easy, as many instructors lament! We decided to look into this issue, and after talking to many people who use them, reading the latest research, and looking at our own Applied/Medical Improvisation practices, we’ve compiled these suggestions.
Suggestions for Promoting Discussion Board Engagement
- Direct involvement by the instructor on the discussion boards is recommended. Research indicates that discussion forums tend to remain at a superficial level unless the instructor actively facilitates the discussion (Guo et al. 2014 – see also Williams, Jaramillo, & Pesko, 2015).
- Jesse Stommel, executive director of the Division of Teaching and Learning Technologies at the University of Mary Washington (in another Wiley University article) suggests that you model what it looks like to be wrong and acknowledge when you are wrong.
- Beth Boynton, RN, MS, CP, founder of Boynton Improv Education and co-author of this article suggests that it is imperative for instructors to be very clear up front what the expectations are for involvement. Stress that everyone’s voice is important and necessary for optimal learning. Then facilitate a simple improv or other experiential activity to put into practice right away.
- Many people set norms such as telling students they must be respectful when commenting on others’ work. Some students may not feel comfortable sharing their work with the entire class without these assurances. Another norm might be to ask students to be curious and open to new ideas and ways of looking at a topic.
- Model what you are looking for. Give examples, do it yourself, or post ideas for further research to get them started.
Simple Improv Activities For More Engagement
In Applied/Medical Improvisation sessions we like to get people engaged by starting with easy warm ups so everyone feels more comfortable participating. Here are six simple activities we use in sessions that can easily be adapted for discussion boards in your classrooms. Fears that keep people from participating often melt away once they experience how safe and fun it can be and how successful they are. Yes, And, we’re happy to talk with you about adapting them for your discussion boards!
#1 – Object Grab
Grab an object and post a picture of it on the message board. It can be anything at all (stapler, mystery object etc.). Name the object and what it does. Feel free to embellish and/or add superpowers to it. What is the story behind your object? What happens after you use the object?
#2 – Where Are You?
Ask everyone to take a photo of where they are and put it on the board. Feel free to just post the photo or add an explanation.
#3 – Three Things
Say three things about you – 2 are true, one is false. After everyone has done that, ask everyone else to post their guesses, and finally have everyone highlight their own falsehood.
#4 – Inanimate Object
Ask everyone to write down the answer to the following question: If you were an inanimate object, what would you be and why? Be sure to begin with your own contribution. Example: I would be a stapler because I like to make connections.
#5 – Story of Your Name
In a paragraph or two, tell us the background of your name. If you don’t like your name, what would you name yourself and why? Again, the instructor starts.
#6 – Vanity Plates
Ask everyone to create a license plate unique to them. After posting your plate number, explain why you choose it. Example: 3MSW 10,000. This person is one of 3 kids, the kids 1st initials, and they get in 10,000 steps in a day.
In Closing
We’d love to hear your experiences on discussion boards too! What have you found to be successful? What tips and tricks do you have for keeping people engaged? And again, if you would like any help with the warm ups, we’re happy to help!
Reach us: Ellen.schnur@improvtalk.com or Beth@bethboynton.com. Learn more about our work at ImprovTalk.com and Bethboynton.com.
References
MacDonald, D. (2019). Developing Deep Reflection in Discussion Boards. Wiley University Services, Center for Teaching and Learning,
Guo, W., Chen, Y., Lei, J., & Wen, Y. (2014). The effects of facilitating feedback on online learners’ cognitive engagement: Evidence from the asynchronous online discussion. Education Sciences, 4, 193–208.
Williams, S. S., Jaramillo, A., & Pesko, J. C. (2015). Improving depth of thinking in online discussion boards. The Quarterly Review of Distance Education, 16(3), 45–66.
Williams, S. S., Jaramillo, A., & Pesko, J. C. (2015). Improving depth of thinking in online discussion boards. The Quarterly Review of Distance Education, 16(3), 45–66.
Mark Lieberman (2019). Discussion Boards: Valuable? Overused? Inside Higher Ed
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