4 Discussions
Jessica Kahlow
Asynchronous discussions are a fundamental part of online education. They are one of the main ways that online courses facilitate learner-learner interaction and can also enhance learner-instructor interaction when used properly. The mere presence of a course discussion does not guarantee meaningful engagement, participation, or interaction. Many instructors struggle to make discussion board forums a vibrant, engaging space for students to genuinely interact with one another.
Do you hate discussions? Maybe you’re just doing them wrong.
(and I mean this in the nicest way possible)
This sentiment underscores the common challenges instructors face when trying to have good online course discussions. Because well, in our experience as instructional designers, instructors who say they hate online discussions simply aren’t using them correctly. And, as instructional designers and as faculty, we recognize that in light of all the best practices surrounding the design of effective online discussions, it is hard to create good, quality discussions that students actually engage with. Often, discussions are marred by one-correct-answer prompts, overly prescriptive instructions, and lackluster participation, resulting in stagnant, uninspiring exchanges that fail to fully engage students. However, there is hope. By exploring innovative strategies and leveraging emerging technologies, instructors can revolutionize the online discussion experience, turning it into a dynamic and enriching platform for learning and collaboration.
This chapter discusses artificial intelligence (AI), specifically ChatGPT, as a tool to enhance online discussions, revolutionizing the way educators facilitate and engage with their students in online learning environments. This chapter is to offers a comprehensive synthesis of existing literature, highlighting the value of online course discussions and demonstrating how instructors are integrating AI alongside research-backed best practices for online discussions and the use of AI.
The Value of Discussions in Online Courses
One function of online discussions is to facilitate and encourage social interaction among students. Since at least the year 2000, online course discussions have been shown to establish a strong sense of community among learners when used appropriately (Poole, 2000). Poole’s (2000) case study examined students’ participation in online course discussions in a graduate-level course taken by K-12 teachers. This seminal article, published 25 years prior to the writing of this chapter, highlights the continued importance of fostering social presence in online learning environments. In the context of online classrooms, social presence “refers to a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor” (Picciano, 2002, p. 22). The theory of social presence explains the effect media can have on communication (Short et al., 1976). Over time, the theory has evolved to include the examinations of how new media affects online learning and has demonstrated how the use of select media affects social presence in online learning environments (Lowenthal, 2009).
Current research continues to highlight the significance of social presence in promoting engagement, collaboration, and a supportive learning atmosphere, emphasizing its crucial role in enhancing the overall learning experience for students. For instance, Cho and Tobias (2016) used the community of inquiry theory to examine the impact of online discussions on student learning experiences. Over three consecutive semesters, the same instructor taught the same online course under three conditions: no discussion, discussion without instructor participation, and discussion with active instructor participation. Their results showed no significant differences in cognitive or instructor presence across conditions. However, there was a significant difference in social presence. Interestingly, no significant differences were observed in time spent on the platform, course satisfaction, or student achievement among the conditions (Cho & Tobias, 2016). Likewise, Swan and Shih (2019) also found that the perceived presence of the instructor could be more influential for student satisfaction than the perceived presence of peers.
Truhlar et al. (2018) explored the impact of chat roles and reflections on student interactions in an online sustainability course. Assigned roles increased critical student-student interactions, while self-reflections had no effect. Groups completing group reflections showed more critical interactions.
These findings are important for a few reasons. First, they suggest that the presence of an instructor in discussions might enhance social interaction among students, but it may not significantly impact cognitive or instructor presence. This implies that the role of the instructor in online discussions may be more crucial for fostering social connections among students rather than directly influencing the depth of cognitive engagement or the instructor’s teaching presence. Additionally, the study indicates that the mere presence of online discussions, regardless of instructor involvement, does not significantly affect factors such as the time students spend on the platform, their overall satisfaction with the course, or their academic achievement. Therefore, educators should carefully consider the purpose and desired outcomes of incorporating online discussions into their courses, recognizing that instructor participation may primarily influence social dynamics rather than academic performance.
Students are choosing to take online classes at an increasingly high rate (Tirado-Morueta et al. 2017); therefore, it is increasingly important to provide students with learning environments that afford them high levels of engagement. Many communication technologies including videos and online chats have made their way into the online classroom to help provide a more engaging environment. While these technologies help increase the instructor’s presence and student engagement, many online students still feel like they lack a relationship with their instructor (Cherney et al., 2018; Dyer et al., 2018). Prior research has shown that students’ perceptions of their instructor’s social presence contributes to students’ perceived learning (Richardson & Swan, 2003) and that instructors can create personal connections with students when they are more responsive (Young et al., 2011). Despite having known this information for decades, the idea of using online discussions in online courses is a point of contention for many instructors and students alike. The next section reviews some of the well-established best practices for online discussions.
Best practices for online Discussions
In online courses, there are only so many ways to achieve learner-learner interaction, and one of those is through asynchronous discussions. This chapter discusses strategies for making good online discussions that students interact and engage with. The most common mistake instructors make is setting their discussions up like an assignment and simply expecting students to know how to engage with them. Some signs that your discussion prompt is really an assignment prompt in disguise include discussion prompts that. . .
- have only one correct answer
- lead to predictable or generic responses, hindering meaningful dialogue
- too broad or vague, making it challenging for students to provide focused and insightful responses
- overly prescriptive, leaving little room for interpretation or diverse viewpoints
- lack of clarity on what students are expected to do or how to structure their responses
There are a lot of ways to make discussions more engaging. For example, you could:
- allow flexibility for varied interpretations, encouraging a more dynamic and open discussion
- craft prompts that invite critical thinking, prompting students to analyze, synthesize, or apply knowledge
- provide clear instructions on the desired format of responses or actions students should take
- illustrate how the discussion relates to real-world situations, experiences, or examples (Woods & Bliss, 2016)
- include enough context to guide students and facilitate a meaningful discussion
- ask students to come to a consensus and get buy-in from the whole discussion group (Truhlar et al., 2018)
Of course, not every discussion will be able to do all of these things, and some are topic-dependent. But, you can always be creative, participate in the discussion, give response directions, and make sure there is more than one way to respond. Woods and Bliss (2016) compiled a list of best practices based on existing research, which are summarized below.
1. Ensure Response Variety
The first best practice seems pretty obvious, but it’s just to make sure there are various ways to respond to the prompt. You should choose something that has many different correct answers and that can be looked at from more than one perspective. For example, in Figure 1, students are asked to choose an article from a series. So, already, we’ll have students choosing to write about different articles. The initial post further asks students how the article can applied to their lives and what they took away from it, which will also be different for each student (note: this sample comes from a graduate course in social work).
Figure 1. Sample discussion with various ways to reply
Initial Post
Explore NPR’s Special Series – Bill of The Month: Bill of The Month Series.Links to an external site.
Choose one story from the website and provide a summary of the story. Your summary should encompass the billed cost of care, reasons behind the bill, details of the services provided, and what was covered and not covered.
Discuss what insights you gained from the selected story and how this learning can be applied to future practice when working with patients and their families. Share your reflections in your own words.
Replies
Engage with your peers by responding to their summaries and reflections. Explore similarities or differences in the challenges presented in each story and discuss potential strategies for addressing such healthcare cost issues in practice.
This discussion aims to foster a collective understanding of real-world healthcare cost challenges and encourages collaborative reflections on practical applications in future healthcare practice.
2. Ask Students To Do Something
Second, make sure you’re actually asking students to do something, preferably from a higher level of Bloom’s taxonomy, like create, evaluate, or analyze. I’ve seen a lot of discussions out there that don’t clearly ask students to do anything, which makes it hard to respond to and practically impossible to discuss. For example, the discussion prompt in Figure 2 asks students to create some kind of multimedia based on the readings and then discuss them with their classmates (note: this sample comes from a graduate course on multimedia design tools).
Figure 2. Sample discussion asking students to do something.
Overview
After reading the module materials, select something from the assigned readings to convert into a simple multimedia element of your choice to share and discuss. Remember to keep the principles discussed in the module in mind when creating the multimedia for the discussion.
Part 1: Initial Post
- Select something from the assigned readings to convert into a simple multimedia element.
- Create the multimedia element (this can be anything you want and can use any technology you want: a short video, an infographic, an image, a presentation slide, etc.).
- Post your multimedia element to this discussion by the Wednesday before the discussion’s due date.
Part 2: Replies
Look at the multimedia that your classmates have created, and reply to at least two of them with the following:
- Identify something you like about their multimedia. Be specific.
- Evaluate how they used the multimedia tool and whether it’s appropriate (i.e., would future students find it valuable when learning this content?).
- A question you have for them (e.g., how they made something) OR something they could do to make the multimedia even better.
3. Relate The Topic To Personal Experiences
Third, having students relate the topic to a personal experience is a great way for students to get to know one another while building community in the course (de Abreu, 2023). It also gets students to think about concepts in various relatable contexts. This is a good thing to do especially if you’re working with adult learners who have work experience in the area. Also, people generally like talking about themselves, so this type of discussion usually goes over well with students. For example, in Figure 3, students are specifically asked to relate the materials to their own experiences and perspectives (note: this sample comes from a graduate course on multimedia design tools).
Figure 3. Sample discussion asking students to incorporate their experiences
Part 1: Initial Post
For this discussion, please respond to the following questions based on your experience and understanding of health insurance and the US healthcare system.
- Share your positive views on the US healthcare system, considering your political perspective and personal experiences within the national or international healthcare context. Discuss any encounters with health insurance, whether personal or assisting someone close to you (anonymously if needed), highlighting the positive aspects.
- Reflect on the drawbacks and challenges you see within the US healthcare system. Discuss issues such as accessibility, affordability, or any personal encounters with complications in health insurance processes, keeping confidentiality in mind.
- On a scale of 1 to 10, how would you rate your knowledge of health insurance and how it works? Please explain. (10 being very knowledgeable about health insurance companies, insurance terms, payments, claims, etc.).
- Why do you think social workers or other disciplines (nursing, educators, psychologists) should have an understanding of health insurance?
Part 2: Replies
After posting your initial response, engage with your peers by replying to at least two classmates’ posts. In your responses:
- Acknowledge your peers’ perspectives, validating their experiences and opinions regarding the US healthcare system and health insurance.
- Share any insights or experiences you have that align with or differ from your peers’ perspectives. Respectfully contribute to the conversation, promoting diverse viewpoints.
- Encourage further discussion by posing thoughtful questions related to your peers’ posts. These questions can delve deeper into their experiences or opinions, fostering a meaningful dialogue.
- Remember to maintain a respectful and inclusive tone throughout your responses, promoting an atmosphere of open-mindedness and understanding.
4. Use Current Events
Next, use current events. When students read about something in a textbook, they often dissociate it from things happening around them or in the news, so this is a great way to bridge that gap. For example, in Figure 4, students are asked to find a current article related to a social policy; later, in their replies, they are asked to read articles that other post and say what policy it’s related to and the social problem that’s addressed (note: this example comes from a graduate course in political science).
Figure 4. Sample discussion with current events or articles
Part 1
The course materials this week discussed social insurance and how social policy has evolved over time. In your initial post (due the Wednesday before the discussion due date), find and post a recent article (from 2020 to the present) that describes or discusses a recent policy change. You just need to post the link to the article in your initial post.
Part 2
Then, for your replies, choose two other articles to respond to and say what kind of policy it is, describe the policy itself (cite if needed), and the social problem it addressed.
5. Include Directions For Initial Posts And For Replies
Fifth, sometimes you’ll have a great prompt, and then be disappointed when students have lackluster discussion replies. One way to deal with this is to also have directions telling students what they should be doing in their responses. Ideally, they should be building on another student’s response in some way. To do this, think about what students have said in in-person courses when asked a similar question, or try to anticipate how they might respond to the prompt and how they could use that to reply to others. A great way to do this is to have directions for an initial post, and then additional directions for reply posts. Figures 1, 2, 3, and 4 are all examples of how you might do this with different kinds of discussions.
6. Participate In The Discussion
Sixth, and this is another general best practice, is to consistently participate in the discussion. First, you should really be checking in as a moderator and to make sure the discussion is going the way you thought it would so you can redirect the conversation if needed. It also lets students know that you’re there and a real person. You do not have to reply to every post, but you should choose at least several to reply to. In your replies, you could model good replies by asking follow-up questions, providing additional examples, or relating the discussion back to the course materials.
7. Be Creative!
Finally, be creative, and be yourself! Add in videos and images to give more context. Think outside the box! Here are some suggestions.
Case study scenarios are a common way discussions are used. Instructors often provide a case study and questions for students to respond to and they discuss various outcomes for a case. This would be an incredibly relevant choice in criminal justice specifically.
Watch and respond to or discuss a relevant video. This is a great way to include videos in your course, and it helps make sure students are watching them.
Research related sources and share with the class – this could be good if you’re having students write a research paper and need to also find sources for that. It could also be good in courses where you want to emphasize the relevancy of certain topics. For example, if relevancy to current events is important in your course, you could have students find current events related to the topic and discuss them in relation to course concepts.
Teach a topic – there’s a lot of research out there about this one and how having to teach something helps you learn it better. One good time to do this is in a module with a lot of complex topics. You could do this individually or in groups depending on the class size and number of topics.
Project/paper presentations – this is a fun one, I think. I always think it’s weird when students record videos and then the instructor is the only person who can see them. This also gives students an idea of what their classmates were working on
Multi-step – along with the presentations, this one is a little more logistically challenging in that students would need to make an initial post earlier in the week. So to go back to the example I gave with James earlier, he could have students find current events related to materials, have them post those articles, and then to make it a multi-step, he could ask students to reply to another student’s article post by saying which course concepts are present in the article.
Brainstorming ideas for projects or papers. Here you could have students introduce their topics and ask others for feedback, you could also include things like finding relevant resources and outlining in these types of discussions.
The future of presence
If you’re thinking that all of that is too much to do, you’re not on your own. You can use AI to help you make your discussions good. For instance, Chat GPT is a great tool to help you achieve these discussion best practices. For example, you may ask Chat GPT to . . .
- Can you suggest a follow-up prompt for this discussion so students know how to reply?
- Can you suggest follow-up questions to extend the discussion based on this prompt?
- How can I add depth and complexity to this discussion prompt?
- What modifications can I make to encourage critical thinking in responses to this prompt?
- What can I add to this prompt to encourage reflective responses?
- What can I do to prompt consideration of alternative viewpoints in response to this question?
- What multimedia elements can I add to enhance this discussion prompt?
- How can I connect this discussion prompt to real-world applications?
Examples
Okay so let’s take a look at some examples.
Example 1
Read this prompt and think about how you or your students might reply to it.
Original
If a particular neighborhood won an award for the state’s best neighborhood watch program of the year, what would you expect that neighborhood would be doing to earn such recognition?
Okay, now think about how we could revise it to make it better.
Revised
Your neighbors are complaining that their garden gnomes are being stolen so you’re creating a new neighborhood watch program in your neighborhood. In your initial post, describe what you might want your neighborhood watch to do to reduce theft.
How would you get others to participate?
Then, read a classmate’s post and describe what might work well and what might not work so well in their neighborhood watch plan. Be sure to use concepts from class to support your answer.
The revised prompt introduces a practical scenario (garden gnome theft) for relatability, enhancing engagement. It incorporates a second part that encourages interaction, critical thinking, and the application of class concepts when analyzing a classmate’s post, thereby deepening the discussion and promoting a comprehensive understanding.
Example 2
Okay, now let’s take a look at another example.
Original
Read
Virtual team development (Kahlow, 2024)
Post
Answer at least three of the questions from the end of the chapter using the readings from this module and the information provided in the case study.
Revised
Read Virtual team development (Kahlow, 2024)
This case study follows Jackie as she begins working on a remote team for her new job. In addition to highlighting some of the challenges and benefits of finding and performing remote work, this case study provides further insight into the stages of group development in an online team. The case study background information about related concepts are present within the case; these include the hiring process, socialization, phases of group development, and some general challenges and benefits associated with working remotely. The case concludes by asking students to consider ways that primarily virtual teams could best use the time they have together in person.
Initial Post
In your initial post, answer at least three of the questions from the end of the chapter using the readings from this module and the information provided in the case study.
Replies
- Discuss your answers to the questions with your classmates. In doing so you might. . .
- Reflect on the challenges and benefits Jackie faces in her remote work journey.
- Unpack the stages of group development in online teams. Have you witnessed similar stages in your virtual teams?
- Dive into the hiring process and socialization in a remote setting. What creative onboarding strategies can you suggest for virtual teams?
- Imagine the possibilities! How can primarily virtual teams make the most of their in-person time together?
The revised prompt gives background on the reading, improves structure and expectations for replies, and prompts students to share personal experiences, adding a practical and relatable aspect to the discussion.
Example 3
Original
What rights do you have when you stand accused?
The Sixth Amendment governs the rights of an accused once the trial process has commenced. You need to have read Chapter 10 of the Courts and Criminal Justice System in America text to answer the discussion questions below.
Answer and discuss the following questions
Of the enumerated rights guaranteed to a criminal defendant, which, in your opinion, is the most vital to his ability to put on an effective defense?
Which of the rights guaranteed to a criminal defendant is the least important or the least vital to his ability to put on an effective defense?
This original prompt is fine, but how could it be even better?
Revised
We’re diving into the realm of the Sixth Amendment, a cornerstone in the rights of an accused during the trial process. Before we embark on this journey, make sure you’ve delved into Chapter 10 of the Courts and Criminal Justice System in America text. 📖🕵️♂️
Initial Post
Most Vital Right: Of the enumerated rights guaranteed to a criminal defendant, which, in your opinion, is the most vital to their ability to put on an effective defense? Share your insights asynchronously, providing examples or scenarios that highlight the importance of your chosen right.
Least Important or Vital: On the flip side, which of the rights guaranteed to a criminal defendant do you consider the least important or the least vital to their ability to put on an effective defense? Explain your reasoning, drawing connections to real-life cases or legal principles.
Replies
When replying to your classmates, consider adopting the role of a legal commentator. Offer constructive feedback on their choices, and if you have a different perspective, present it respectfully. This is our virtual courtroom, and diverse opinions contribute to a richer discussion!
Challenge your peers respectfully by asking them to cite specific cases or legal precedents that support their viewpoints. Let’s build a library of legal references!
The revised prompt is more engaging, has clearer instructions, and gives suggestions for interacting with students.
Conclusion
Online discussions serve as a pivotal avenue for learner-learner interaction in online courses. This chapter has delved into strategies to transcend conventional discussions, transforming them into dynamic, engaging, and creative prompts that evoke thoughtful responses. The identification of common pitfalls, such as disguised assignment prompts, has been highlighted, emphasizing the need for a shift toward more interactive approaches. Several best practices have been elucidated, urging instructors to allow flexibility in interpretations, pose higher-order thinking questions, and facilitate personal connections with topics. Emphasizing real-world relevance, providing clear instructions, and fostering contextual understanding have been underscored as essential elements.
The incorporation of creativity, coupled with personal engagement, stands out as a recurring theme. The encouragement of instructors to actively participate in discussions ensures a guiding presence and humanizes the online learning environment. Practical suggestions, such as the addition of videos, case study scenarios, and research source sharing, further enrich the discussion landscape.
References
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