Online discussions often lack substantive content that demonstrates the use of higher order thinking skills by students. Many statements that students contribute to discussion forums include vague generalizations and restatements of basic information. Little intellectual depth is provided in these statements. The lack of thoughtfulness of students during these discussions minimizes the instructional value of discussions. Therefore, many students feel that online discussions benefit them minimally.
Perhaps, students need help with the concept of substantive content. It may be possible to provide students examples of quality discussion scaffolds to enable the students to see attributes of quality student discourse. One proposal is that course instructors create fictitious students who generate quality discussion posts in the online environment. This approach establishes a culture of high expectations, forcing students to evaluate their discussion contributions.
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