Online Discussion Forums as a Teaching Technique

PAULINE CORZILIUS TEACHING ADULTS OCTOBER 2012

Face to Face Discussion vs. Online Discussion

Face to Face Discussion is..
Synchronous Personal

Online Discussion is
Asynchronous Objective

Ephemeral
Immediate Bound by protocol

Archived
Delayed response Open learning

Standardized

Individualized

Do adult learners benefit equally from online classes in general, as compared to face to face coursework?

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In many studies comparing outcomes for undergraduate and graduate students enrolled in traditional versus online classes, the quality for both formats is similar. Student outcomes are generally found to be similar as well.
Derwin, E. (2009) Critical Thinking in Online Vs. Face-to-Face Higher Education. Media Psychology Review. Vol. 2(1)

Online Discussion
Online discussion forums are a common feature of both online and blended learning. But are they effective? Some students find online discussion initially stressful, at least in part due to lack of social cues, but over time are likely to begin to rethink their roles as students, becoming much more active and participatory learners in the process (Smith 2005). This leads to a positive learning experience.

Smith, R. (2005). Working with difference in online collaborative groups. Adult Education Quarterly (55) 3, 182-199.

Research findings show that not only will dialogue extend or change individual perspectives, but also that the group as a whole will construct a common perspective. Thus, the learning is both individual and shared.
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Ziegler, M., Paulus, T., Woodside, M. (2006). This Course Is Helping Us All Arrive at New Viewpoints, Isnt It? Making Meaning Through Dialogue in a Blended Environment. Journal of Transformative Education (4),4, 302-319.

Online discussion forums give everyone a voice, so everyone learns.

One study showed that students in an online discussion course did 74% of the work from home, with the bulk of the posts occurring between 4 PM and midnight. Many adult students are also nontraditional students, with many demands on their time. Discussion forums allow them to participate fully in class no matter when they are available to do so.
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Poole, D. (2000). Student participation in an discussion-oriented online course: A case study. Journal of Research on Computing in Education 33 (2), 162-177.

Online discussion is asynchronous, which means it is more flexible than traditional classes.

The rate at which information is presented should be matched with the cognitive processing capabilities of students. Asynchronous discussion allows students to utilize their optimal wait times to formulate responses. Deeper thought results in deeper learning.
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Tobin, K. (1987). The Role of Wait Time in Higher Cognitive Level Learning. Review of Educational Research 57 (1), 69-95.

Online discussion allows for student processing time.

The online discussion learning model positions the student at the center of the learning event and the instructor as a facilitator and observer. Students learn as they teach one another. Everyone has ownership of the learning process.

Harris, N., Sandor, M. (2007). Developing online discussion forums as student centred peer e-learning environments. Proceedings ascilite Singapore 2007.

Photo: Harris, N., Sandor, M. (2007)

Online discussion is peer to peer learning.

In order to foster successful online discussion, instructors should

Insure that students introduce themselves so a sense of person is established Set clear guidelines for discussion participation Be sensitive to student participation patterns in the discussion Be aware of the normal adaptive functions as students adjust to online discussion Walk a fine line between allowing exploration and providing structure Be present often enough, and provide sufficient feedback so that students feel reassured and on target