9 Appendix 1

 Tips and Techniques to Encourage Student Participation in Discussion Forums

1. Impose headings on the discussion board to structure module discussions: each module is “taught” over a period of 16 weeks. This provides tutors with an opportunity to structure the module into a series of discussion themes over the eight-week period. The first week’s discussion would fall under the general theme of introductions, overview of module, how to tackle course content, and advice from tutor etc., while the subsequent discussion themes would depend on the module itself.  You as tutor are aware of the core elements of the programme and what topics/units need further elaboration within the discussion forum, what areas would lend themselves to lively debate and what activities would make the module more “real” to the student.  If messages appear in the incorrect discussion forum, suggest to students to move them into another thread – with an e-mail explanation to the contributor.

2. Selecting e-tivities: E-tutors should set-up exercises and online events that promote critical thinking among students. Commenting on each other’s replies, use of controversial opinion to stimulate discussion, presenting and linking of data, analysis of ideas are all interesting ways of stimulating productive and constructive information sharing on-line.

Activities that you use in your everyday taught lectures will act as a guide for you in selecting appropriate exercises and discussion themes in this on-line environment.  You will note that e-tutoring at this level calls for preparation and planning as in any good face-to-face teaching set-up.

• Stimulating debate: when discussions are lively and self-directed then your job as an e-tutor is easy! However, the experience of our previous e-tutors is that the students need to be encouraged to reply.  In fact, your participation is warranted more often when the discussion lags, when it goes off track or when a question arises.  In the case of a discussion going off track you may have to find the unifying threads, build, weave and re-present the main ideas constantly.

In the case of a lagging discussion, it may be appropriate for you to pose stimulating questions or an opinion which seeks a response.  Indeed, to get a discussion going in the first instance you may find yourself constantly participating with replies and queries more than the students!  Your behaviour and way of communicating on-line may stimulate participation.  If you find that having stimulated discussion to the best of your abilities, that it is still lagging, it is advisable to close on it before it peters out and move onto the next theme – be satisfied with one or two key points emerging from the discussion.  It is at this point that you will appreciate the value of having pre-selected a number of discussion themes for each week of the module.

4. Other learning activities: different group techniques meet different learning needs, however you might consider:

• – Critique: of a draft or published paper or report
• – Group report: collective work reported to the class
• – Poll: students to register opinion by vote
• – Hot seat: one student or indeed tutor questioned by group on an agreed topic
• – Shotgun: range of questions posted, students choose which to answer.

These activities could blend well with pre- and post-discussion sessions.

General Information:

Gilly Salmon, an expert in the area of e-moderating has developed the following 5-stage model in teaching and learning online which may be of interest to you.  Her view is that students must go through these five stages in order to benefit fully from the on-line learning experience.  The e-tutor in turn must be aware of these stages and facilitate learning at the various levels.