How-to Facilitate Robust

Online Discussions
JUNE 25, 2012 ~ DEBBIE MORRISON

Class discussion can be an effective learning tool the challenge? How-to

facilitate and manage discussions virtually.
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This is post two in a three-part series on how to create effective discussions in

an online learning environment. Post one, introduced five components of
effective discussions and addressed the first two 1) course design and 2)
establishing guidelines for students. In this post Ill show how course
instructors can develop and sustain dialogue by 3) creating good and right
questions, and 4) guiding and moderating the discussions to support
meaningful discourse. In the final post Ill discuss methods for assessing
student contributions in online forums. Please note, this series deals with
discussions in the context of online courses for credit.
Discussions with no goal
Imagine for a minute, what a soccer game would look like if played without
goal posts. Players running up and down the field aimlessly with no goal, no
purpose. This is similar to a discussion forum without a focus or direction
students posting and trying to engage in discussion aimlessly. Discussion that
get off topic, ramble learning then [if it happens at all] is by chance. Online
discussion need goals, structure and a purpose tied to the learning objectives
of a course. The discussion is what builds cognitive presence, as mentioned in
previous posts, and is part of the Community of Inquiry (CoI) model. Cognitive
presence is an essential component to learning, according to this model for
online learning, allowing for the construction of new knowledge.
The challenge is that educators have the responsibility to provide structure and
guidance that will encourage and support students assuming increased control
of their learning (Garrison, 2006).
Creating Good and Right Discussion Questions
Good questions are just as important as the right questions. Questions must
meet two criteria, be open-ended [good] and prompt students to reflect and
analyze, and be right in that the they support and lead students to construct
and develop knowledge in support of learning objectives. In a paper by
Muilenburg and Berge, using discussion questions can be strategy that
promotes higher levels of cognitive thinking.
Example of question about critical incidents or problems:
If you were consulting in this [a given] situation, how would you approach it?
What might some of your recommendations be? Explain thoroughly drawing
upon the course readings for this week. Respond to one other classmates post
with feedback and comments on his or her approach.
Promoting controversial discussion is another tactic that can be effective in
supporting development of critical thinking skills. Instructor attention and
facilitation is needed more so with this method, though most professors find
the ensuing results well worth any additional effort. One of our instructors
employes this method frequently by selecting a recent hot news topic,
prompting students to take one side, explain his or her position, and then
respond to a classmate with an opposing viewpoint.
Peer or Guest Moderators
The moderator does not always have to be the course instructor. Other
options include, 1) class participants in the form of peer moderating, 2) a
teaching assistant or 3) a guest moderator/speaker (though usually the
guest is only for one week within a given class).
Several studies have shown peer moderators to be just as, if not more
effective than course instructors. In several courses I took for my graduate
work, class members worked in teams of two or three and moderated
discussions on a rotation basis throughout the course. Other courses operated
by asking for peer moderator volunteers at the beginning of a session. These
volunteers were given guidelines and support for skills in moderating.
There is a fine art of moderating as the course instructor. The drawbacks
include, too much involvement where the conversation becomes instructor
focused, and students become reticent to participate and hold back. Or,
students that are fearful of making a wrong statement, or feeling they have
nothing worthwhile to contribute.

The role of the moderator is to promote thinking, challenge learners to think,

consider a problem or situation from alternative viewpoints and to develop new
knowledge through thinking and constructing.
Questions to promote Deep Learning
That is an interesting point. What might someone who disagrees with you
say to challenge your opinion?
Can you compare your response to xxx (other student post)? Are you both
saying the same thing or not? Why or why not?
You make a good observation, Can you give us some examples to support
your view?
What are alternatives to the one you suggested? Are there other solutions?
What is your reasoning for this? Can you compare this with the xxxx post?
What is different and what is similar?
What might happen to xxxxx if your idea was implemented as you described?
Moderating discussions supports learning. As course instructor, you have
much to say, much to give and contribute to students learning experience.
With an effective course design, well crafted discussion questions and a skilled
moderation, online discussions will be active and robust where critical
thinking skills flourish. Check back on Thursday for the final post in this
series, how to asses and evaluate student participation in online discussions.