As information technologies become more interactive and more distributed, they can be readily incorporated into learning-centered instructional strategies. This means that the focus of our instruction can shift to guiding and mentoring the learning process; we can integrate technologies to engage our students in active learning and collaboration.
Electronic discussion lists provide good examples of the possibilities for such a shift. Easily implemented, lists provide a flexible instructional tool that can be used for a variety of learning purposes. To be successful, however, they require sound administration and good pedagogical oversight.
Let us look in more detail at how discussion lists can be used to promote active learning and collaboration, and at what management issues instructors need to keep in mind when integrating discussion lists into their teaching. Discussion lists can serve three important roles: social, collaborative, and academic.
As a communication tool, discussion lists can obviously fulfill a social role, allowing learners and instructors to communicate with each other easily, to share ideas, and to learn from each other. But even this simple role needs to be managed properly to function effectively.
Discussion lists can help build a sense of class community. They provide an efficient means of communication between instructor and learners, permitting instructors to share such administrative information as reminders about assignment deadlines, upcoming tests, and reading assignments. Most often, however, online discussions function as an extension of classroom discussions. Topics are selected and posted by instructors or students, and ideas are exchanged for comment and analysis. By giving students time to reflect before posting their ideas, discussion lists can encourage more thoughtful contributions, give silent students a voice, and foster good interpersonal skills. They can be used as a forum to explore topics before class. In this way, they provide instructors with a window into student's understandings and misconceptions about the course material, and allow them to address these in their lectures.
To function smoothly in this essentially social role, discussion lists need to be monitored closely but discreetly by instructors, and rules for need to be explained clearly at the outset. For example, netiquette rules outlining acceptable and unacceptable online communication, guidelines as to the frequency and the tenor of the contributions, and evaluation criteria need to be spelled out for students at the beginning of classes. As in classroom oral discussions, instructors should intervene online with thought-provoking questions to initiate and stimulate the discussions, as well as to validate students ideas and comments, thereby building trust in the value of their contributions.
Lists can also promote collaboration among students. Through well-designed collaborative and cooperative work, students may be exposed to multiple points of view, develop deeper understanding, practice problem-solving, and gain confidence in their abilities to analyse information.
Instructors can create small discussion groups (four to ten students, depending on class size) to become, for example, virtual study groups. These groups, which can be thoughtfully balanced on relevant dimensions, might prepare material for lectures and class work, work on small projects (such as case analyses), or simply review materials for tests and exams.
It is not only collaborative skills that can be facilitated by such groups; electronic groups can also help students develop critical and analytical skills. For example, as they analyse case studies or prepare readings, students can learn to identify key issues and arguments, find supporting evidence, determine the underlying assumptions, make inferences, and draw conclusions.
However, students will often need coaching in collaborative work techniques and modes of analysis in order to gain these benefits. Instructors should model for students how to evaluate contributions, and give feedback. Exemplar forms of feedback may be used to guide students and to reduce the workload.
Clearly, the social and collaborative order of discussion lists blend into the academic role when they are used to foster critical thinking and analytical skills. They can facilitate development of reading and writing abilities as students interpret, critique and respond to their peer ideas. They can encourage students to reflect on the material and the content of the discussions, as well as to elaborate and articulate their own understandings. But, instructors need to monitor the discussions in order to encourage students to go beyond merely expressing their opinions and to develop cogent arguments. Students will likely need to be coached on how to analyse, evaluate, and present an argument, and on how to listen, read, and respond with understanding and empathy.
Discussion lists can be used for a variety of learning activities demanding critical assessment, higher order thinking skills, and collaborative work such as peer editing of student writing, building a FAQ list (questions and answers), building a glossary of the important concepts in a course, building a database of sample test questions, to name a few.
When setting up a discussion forum either on a course web site or simply through an e-mail program, there are a few guidelines to keep in mind.
Student's participation is not guaranteed. Students will engage in this activity when they are properly motivated both intrinsically and extrinsically. They are more likely to be engaged when the online activities serve a clear meaningful pedagogical purpose, and when their efforts, time, and commitment are recognised and adequately rewarded.
Students will also be more inclined to contribute if they feel they are in a safe environment, in a small group, with clear rules for online behaviour.
They will also participate more if they have a clear idea of what is expected of them. Instructors should model good responses and coach students.
Participation in online discussions can be time-consuming for both instructor and students. Students need to be aware that the discussions are monitored, that their contributions are valued, and that they will receive timely feedback. Instructors need to establish rules of (frequency and type of contribution) in order to limit the use of online discussion to manageable proportions.
Finally, online discussions need to be well organised. The logistics of the discussion forum as well as the topics should be planned in advance. Students should know how to sign on, and where to look for answers to their technical problems. They should be aware of the evaluation criteria and the rules for their participation. Topics should be closely linked to course readings and content.
When properly managed and used judiciously, discussion lists have the potential to enhance the learning experience of students by engaging their mind and strengthening the social and intellectual bonds of the classroom community.