Journal 3: Keep Them Chatting (NETS-T 5)

Cole, Jeanie (2009). Keep Them Chatting. Learning & Leading with Technology, 36, Retrieved Februrary 14, 2009, from http://www.learningandleading-digital.com/learning_leading/200902

This article explains the difficulty teachers face when attempting to encourage lively student discussions in an online forum. Persuading students to go above and beyond the typical answers to discussion questions is hard work. Grades K-12 are particularly hard to encourage because online discussions are difficult to form and student responses are limited. The author of Keep Them Chatting, Jeanie Cole, presents five different techniques for stimulating meaningful online discussions.

The aim of these techniques is for the teacher to plan objectives and outcomes for the discussions and select questions that force students to interact and learn course content using research and collaboration. The first tactic is to ask high-level, open-ended questions. These are questions that make the student really think. The second technique is the inquiry method, which is when students are given a question that requires research and problem solving skills. The third method is the discrepant even inquiry method, which encourages kids to begin by viewing an unexplained demonstration, photo, video, or simulation. The fourth technique is to use personal examples in your teaching and discussions. The fifth and final method is to use illogical comparisons. These techniques challenge the student and encourage robust and dynamic discussions. By allowing students to explore the material individually and take ownership of their work, teachers encourage diligence and originality in online discussions. If attempted correctly, the five techniques listed above will be an invaluable asset to teachers who are involved in distance education and online forums.

Question 1: Why do you think that it is hard for students to become involved in online discussions?

I think that students don't feel as obligated to participate as much as they would in a physical classroom because there is a lack of accountability in online courses. I think that if the discussion aspect of online classes counted as a higher percentage of your grade then it would give students the incentive to heighten their participation. From my own experiences in online courses, I have participated minimally. I think that is because I didn't have the time to participate in discussions. If you think about it, the reason why people take online classes is because it's convenient and they don't have the time to go to class. But, if participation was worth more of my grade, I think that I would definitely FIND the time to join the discussions.

Question 2: If you were an online instructor, how would you try to encourage lively discussions?

I would definitely make participation a high percentage of the overall grade. Then I would follow Cole's techniques and methods to inspire creative thinking and robust discussions. I really like the first tactic that Cole describes, which is to ask high-level open ended questions. If you ask high-level questions you will get high-level answers.