Handbook for Instructors on the Use of Electronic Discussion

 

The complete text of this Handbook is located on the web. Below is only a brief summary of some points most pertinent to teaching.

Summary

This is a publication prepared by FTAD at OSU funded by the Ameritech Faculty Fellows Program. It is based on a study of OSU classes with recommendations and advice for using electronic discussion effectively from both students and faculty.

Faculty know that discussion can be an effective method for learning in the traditional classroom. Electronic communication can enhance this in-class time by supplementing it with out-of-class time. A number of advantages as well as disadvantages are given.

Advantages:

• It is possible to extend/expand in-class discussion.
• Discussion is not time or place dependent.
• Messages can be archived so that faculty could review class thinking.
• Students get feedback from peers.
• Creative and critical thinking is encouraged when students can think at their own pace.

Disadvantages:

• It is possible to miss nonverbal cues.
• Conversation may seem to lag when discussion is not in "real" time.
• Some students can still dominate the discussion.

Electronic discussions need to be planned just as in-class discussions are. Some possible uses of electronic discussions may be:

• Build group cohesiveness among students
• Information sharing - students can work at different aspects of the same problem and share findings
• Process ideas - students discuss a case study or extend a classroom discussion
• Provide tutorials - review questions can be given, students can ask questions and all will see the answers
• Further communication skills - expect critical thinking, foreign language classes can discuss topics in their language
• Provide feedback - from professor and from peers

Professors may have any number of reasons for using electronic discussion. They may use the electronic discussion for the entire semester or maybe for just one topic in the semester. They may allow this as one option of several to an assignment. For example, students may respond to a course reading by writing a journal entry, participating in an out-of-class discussion group, or participating in an electronic discussion group.

Various tips from students and professors are given when using electronic discussion:

• Don't assume students know more about technology than they actually do.
• Limit the number of messages that students can write.
• Use electronic discussion only if you as professor are comfortable with technology.
• Orient students to how discussions happen electronically and what is expected.
• Link the discussions to course goals.

Your role as professor needs to be clear and thought through. This role can extend from being completely absent to being a moderator/facilitator to being the expert in the discussion. Most of the time the middle of the road is probably the best, but circumstances may dictate otherwise. Other topics discussed in the publication include thinking about grading, amount of student participation required, and the format of discussion.

 

 

 

 

1/04/2002