online forum discussion presented by dr. chan chang tik

Online Forum Online Forum DiscussionDiscussion

Presented byPresented by

Dr. Chan Chang TikDr. Chan Chang Tik

January 2007January 2007 Technical Training and Seminar SerieTechnical Training and Seminar Seriess

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Findings from Last Year StudyFindings from Last Year Study

Only 16.5% (n = 14) of the students Only 16.5% (n = 14) of the students agreed that online forum discussion is agreed that online forum discussion is time consuming.time consuming.

We have 55.3% (n = 47) of them agreed We have 55.3% (n = 47) of them agreed that the choice of forum topic is that the choice of forum topic is important. important. Example: How do you recognise a Example: How do you recognise a

compound sentence?compound sentence?


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Findings from Last Year Study (2)Findings from Last Year Study (2)

Lecturers’ role in keeping online discussion Lecturers’ role in keeping online discussion alive, 65.9% (n = 56) of the students believed alive, 65.9% (n = 56) of the students believed that lecturers have more to do to support that lecturers have more to do to support online discussion.online discussion.

Students’ wrong perception – cognitive Students’ wrong perception – cognitive strategy versus constructivist strategystrategy versus constructivist strategy


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Findings from Last Year Study (3)Findings from Last Year Study (3)

Technical support for the learning management Technical support for the learning management system (INTI Online), 47.6% (n = 39) of the system (INTI Online), 47.6% (n = 39) of the students believed that INTI Online was not students believed that INTI Online was not suitable for forum discussion. suitable for forum discussion.

A study was conducted on the accessibility of A study was conducted on the accessibility of INTI Online and a report was submitted to INTI Online and a report was submitted to INSO. INSO.

Extreme Broadband was appointed.Extreme Broadband was appointed.


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ContentsContents

Why online discussion?Why online discussion? Topics to discussTopics to discuss AlamakAlamak! Few responses! Few responses How to sustain the momentum?How to sustain the momentum? Technical aspectsTechnical aspects Reading materialsReading materials


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Why Online Discussion?Why Online Discussion?

Why do I need an online discussion when I Why do I need an online discussion when I can conduct a face-to-face discussion in the can conduct a face-to-face discussion in the class?class? According to Lazenby (2003) most lecturers put According to Lazenby (2003) most lecturers put

emphasizes on lecturing and testing, instead of emphasizes on lecturing and testing, instead of facilitating students to construct the knowledge facilitating students to construct the knowledge collaboratively.collaboratively.

The main advantage of online discussion is the The main advantage of online discussion is the element of element of collaborationcollaboration. .


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Why Online Discussion? (2)Why Online Discussion? (2)

Students learn how to Students learn how to construct knowledgeconstruct knowledge from the information provided by their peers.from the information provided by their peers.

Where to Where to look for more informationlook for more information and to and to classify them.classify them.

The online platform gives them a chance to The online platform gives them a chance to reflect on their thoughtreflect on their thought, gather and organize , gather and organize their ideas before presenting them in the their ideas before presenting them in the forum. forum.


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Research has shown that there is a Research has shown that there is a higher degree of higher degree of collaborationcollaboration in an online discussion compared to a in an online discussion compared to a face-to-face discussion.face-to-face discussion.

Using e-learning is not only to create an anywhere, Using e-learning is not only to create an anywhere, anytime learning environment, but also to create an anytime learning environment, but also to create an interactive and collaborative learning environmentinteractive and collaborative learning environment (Woodill, 2004 and Cummings, Book & Jacobs, (Woodill, 2004 and Cummings, Book & Jacobs, 2002).2002).


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RecapRecap CollaborationCollaboration Construct knowledge Construct knowledge Look for informationLook for information ReflectionReflection Interactive and collaborative learning environmentInteractive and collaborative learning environment


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Topics to DiscussTopics to Discuss

Academic topics Academic topics FOBAFOBA

If you have to pay 30¢ more for a plate of fried If you have to pay 30¢ more for a plate of fried noodle because petrol price went up 30¢ per noodle because petrol price went up 30¢ per liter, would you complaint?liter, would you complaint?

The share markets in South East Asia including The share markets in South East Asia including China have gone up substantially, is it a good China have gone up substantially, is it a good news?news?


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Topics to Discuss (2)Topics to Discuss (2)

FOLAFOLA Suggest ways and means to make Suggest ways and means to make

students speak proper English.students speak proper English. What are the causes of Johore floods?What are the causes of Johore floods? David Beckham decision to go to the David Beckham decision to go to the

United States is to make Americans love United States is to make Americans love football and not for financial gain, do you football and not for financial gain, do you agree? agree?


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Topics to Discuss (3)Topics to Discuss (3) Academic topicsAcademic topics

FASFAS Imagine your car running on cooking oil. What Imagine your car running on cooking oil. What

are the consequences?are the consequences? China managed to shoot down a weather China managed to shoot down a weather

satellite, mathematically speaking how is it satellite, mathematically speaking how is it possible?possible?

You are trying your luck at Genting casino You are trying your luck at Genting casino playing roulette, what are the odds against you? playing roulette, what are the odds against you?


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FOCITFOCIT Virus either biological or mechanical, is Virus either biological or mechanical, is

destructive. How would you fight it?destructive. How would you fight it? FOEATFOEAT

Petronas Twin Tower is the pride of the nation. Petronas Twin Tower is the pride of the nation. If there is a earth tremor how save are you on If there is a earth tremor how save are you on the Sky Bridge?the Sky Bridge?


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Activity 1Activity 1

Tell us your forum topic. Tell us your forum topic. Comments from the participants.Comments from the participants.

Time: 20 minutesTime: 20 minutes


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You can also ask your students to read articles You can also ask your students to read articles from the Internet and discuss in the forum.from the Internet and discuss in the forum.

Your students can even discuss their Your students can even discuss their assignment answers in the forum.assignment answers in the forum.

You can also include your tutorial questions You can also include your tutorial questions for discussion.for discussion.


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For a start, we should pick interesting topics For a start, we should pick interesting topics that relate to the students. Choose current that relate to the students. Choose current and hot topics.and hot topics.

Avoid sensitive topics like religion and Avoid sensitive topics like religion and politic.politic.

Award them marks for the online discussion Award them marks for the online discussion (optional).(optional).


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Few responsesFew responses

Avoid the temptation to jump in with Avoid the temptation to jump in with public praise for the first few postings.public praise for the first few postings.

Adopt a stance of “sitting on ones’ hands”. Adopt a stance of “sitting on ones’ hands”. Waiting avoids curtailing peer Waiting avoids curtailing peer conversation and invites additional conversation and invites additional participation (Rowe, 1969).participation (Rowe, 1969).


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Few Responses (2)Few Responses (2)

Send Send private emailprivate email (“Bravo Mike, thanks for your (“Bravo Mike, thanks for your willingness to jump right in.”) to early contributors willingness to jump right in.”) to early contributors can encourage active participation. Email should be can encourage active participation. Email should be sent to late starters too.sent to late starters too.

E-instructor should demonstrate that he is reading E-instructor should demonstrate that he is reading students postings by providing students postings by providing regular and private regular and private feedbackfeedback. .

Respond immediately to Respond immediately to technical questionstechnical questions or or queries about what to do.queries about what to do.


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Few Responses (3)Few Responses (3) If there is no response at all for a day or two, If there is no response at all for a day or two, post an post an

encouraging noteencouraging note to the forum at the same time refrain from to the forum at the same time refrain from nagging or invoking feelings of guilt over presumed poor nagging or invoking feelings of guilt over presumed poor performance.performance.

Hey everyone, it’s been an especially busy Hey everyone, it’s been an especially busy week for me, and it looks like for you too. I week for me, and it looks like for you too. I was just reviewing the tasks assigned and was just reviewing the tasks assigned and altogether it can look like a lot! I’m looking altogether it can look like a lot! I’m looking forward to hearing what you’ve discovered forward to hearing what you’ve discovered so far. Even if you aren’t quite finished, so far. Even if you aren’t quite finished, please do let us know your initial thoughts.please do let us know your initial thoughts.


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Few Responses (4)Few Responses (4)

RecapRecap Do not jump in too soonDo not jump in too soon Send private emails Send private emails Respond to technical problemsRespond to technical problems Post encouraging notes in the forumPost encouraging notes in the forum


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Sustain MomentumSustain Momentum

When the participants are either When the participants are either avoiding avoiding learning objectives or straying off-courselearning objectives or straying off-course , , you should not jump in and say something like you should not jump in and say something like “You’re headed in the wrong direction …” it “You’re headed in the wrong direction …” it can be a jarring interruption.can be a jarring interruption.

You can use a You can use a generative guidegenerative guide which serve as which serve as an indirect intervention to regain the initial an indirect intervention to regain the initial target of the dialogue.target of the dialogue.


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Sustain Momentum (2)Sustain Momentum (2)

A generative guide begins by engaging readers with a few key A generative guide begins by engaging readers with a few key phrases excerpted from initial comments:phrases excerpted from initial comments: Mary is concerned the readings don’t Mary is concerned the readings don’t

address … address … Mark would prefer the authors had said Mark would prefer the authors had said

more about … more about … Recognizing there are obstacles to be Recognizing there are obstacles to be

contended with, you comments call for …contended with, you comments call for … A generative guide A generative guide identifying directionidentifying direction points students where points students where

to head for more fruitful engagement with the content.to head for more fruitful engagement with the content.


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Another quandary is “What should I do with Another quandary is “What should I do with dialogues that are dialogues that are overwhelmed with postings though overwhelmed with postings though lacking in focuslacking in focus?”?”

You can use a You can use a reflective guidereflective guide that mirrors the best that mirrors the best insights and organizes the rich brainstorms into a few insights and organizes the rich brainstorms into a few salient categories.salient categories.


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An example of a reflective guide:An example of a reflective guide:

I agree with Megan that this has I agree with Megan that this has been a great discussion so far. been a great discussion so far. Lee mentioned listening … Lee mentioned listening … reverberate throughout your reverberate throughout your postings here. It got me thinking postings here. It got me thinking a bit … what strategies can be a bit … what strategies can be used …?used …?


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Is it pedagogically sound for you to make Is it pedagogically sound for you to make summarysummary near the end of a dialogue activity?near the end of a dialogue activity?

Learning opportunities are missed when Learning opportunities are missed when summaries make the thinking sound completed.summaries make the thinking sound completed.

You should set up a platform that highlights You should set up a platform that highlights intriguing tensions and honours conflicting intriguing tensions and honours conflicting perspective to encourage further discovery and perspective to encourage further discovery and insight. insight.


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Techniques of questioningTechniques of questioning is one of the is one of the strategies that can serve to deepen a strategies that can serve to deepen a developing dialogue:developing dialogue: ““So what?”So what?” Clarification of meaningClarification of meaning Exploration of assumptionsExploration of assumptions Identification of causes and effectsIdentification of causes and effects Questions that consider appropriate action Questions that consider appropriate action

Give examples


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Tone of your voiceTone of your voice in the forum can have an in the forum can have an impact on further dialogue when crafting impact on further dialogue when crafting intervention.intervention.

Tones that are guiding rather than leading Tones that are guiding rather than leading sound neutral or genuinely seeking clarity. sound neutral or genuinely seeking clarity.

Examples of Examples of guiding tonesguiding tones are: are: ““I was intrigued …”I was intrigued …” ““Mary’s comment got me thinking …”Mary’s comment got me thinking …” ““John’s idea that … made me wonder …” John’s idea that … made me wonder …”


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Leading tonesLeading tones can have a teacher-on-centre- can have a teacher-on-centre-stage ring in it. For examples:stage ring in it. For examples: ““I loved that Anne said …”I loved that Anne said …” ““Great comment, John! Thanks for pointing out Great comment, John! Thanks for pointing out

…”…” Public evaluationsPublic evaluations of individuals’ of individuals’

contributions serve to suggest the answer the contributions serve to suggest the answer the instructor seeks has been expressed. Further instructor seeks has been expressed. Further dialogue may be deterred with such messages. dialogue may be deterred with such messages.


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Regular, constructive private feedbackRegular, constructive private feedback can can extend collaborative dialogue (Haavind, 2004). extend collaborative dialogue (Haavind, 2004).

Both acknowledgement of thoughtful Both acknowledgement of thoughtful contributions and explicit suggestions of ways contributions and explicit suggestions of ways to incite collaborative exchange are useful. to incite collaborative exchange are useful.


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Examples of private feedback are:Examples of private feedback are: ““cite peers more often or more carefully”cite peers more often or more carefully” ““identify themes in peers’ postings”identify themes in peers’ postings” ““ask questions along with contributing ideas”ask questions along with contributing ideas”


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RecapRecap Off course use generative guide to identify Off course use generative guide to identify

directiondirection Lacking in focus use reflective guide Lacking in focus use reflective guide SummarySummary Techniques of questioningTechniques of questioning Tone of your voice – guiding or leadingTone of your voice – guiding or leading Public evaluationPublic evaluation Regular constructive private feedbackRegular constructive private feedback


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Technical AspectsTechnical Aspects

It is a private forum among you and your It is a private forum among you and your students. You have the choice to open the students. You have the choice to open the forum to all the students from different forum to all the students from different sections in a class or to limited number of sections in a class or to limited number of students.students.

The forum postings will appear in the ‘Class The forum postings will appear in the ‘Class Specific Forum’ in the Home Centre page. Specific Forum’ in the Home Centre page. Students not included in the list are locked out Students not included in the list are locked out in this forum. in this forum.


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To Post a TopicTo Post a Topic

How to post a topic (lecturer)?How to post a topic (lecturer)?


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To Post a Topic (2)To Post a Topic (2)


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To Respond to a TopicTo Respond to a Topic

How to respond to a topic (student)?How to respond to a topic (student)?

First Method


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To Respond to a Topic (2)To Respond to a Topic (2)First Method


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To Respond to a Topic (3)To Respond to a Topic (3)Second Method


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To Respond to a Topic (4)To Respond to a Topic (4)


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To Email your Students To Email your Students


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Email Students (2)Email Students (2)


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Email Students (3)Email Students (3)


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Reading MaterialsReading Materials

Blended Learning: Impacting Student Blended Learning: Impacting Student Learning and Learning Style Through Learning and Learning Style Through Integrating Web-Enhanced Course Integrating Web-Enhanced Course ComponentsComponents

Weaving Together Online and Face-to-face Weaving Together Online and Face-to-face Learning: A Design from a Community of Learning: A Design from a Community of Practice PerspectivePractice Perspective

Teaching Online and In-ClassTeaching Online and In-Class


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Thank you

online forum discussion presented by dr. chan chang tik

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