University of Tasmania, Australia

Here we are refering to using the MyLO Discussions tool (or discussion board) for asynchronous (non real time) communication. The purpose of the tool is to facilitate interaction and collaboration between students and teaching staff, and between students themselves

Discussion is most effective if it is structured around purposeful activities or tasks.

The discussion board's educational value

There is a qualitative difference between discussion moderated by an online discussion board and that which occurs in a face-to-face tutorial or seminar. Discourse through the discussion board is usually more structured, precise and reflective compared to the more spontaneous, less structured interactions in the live classroom. It reflects the difference between the written word and oral discourse as a means of thinking and communicating. The asynchronous nature of the discussion board allows time for reflection and considered response. It's thus a powerful learning tool in its own right, as well as a communications medium.

Check out the University's Exemplary QA Standards for Units with an online course (Standard No.2) for a variety of rationales for including the Discussions tool in your unit.

The value of the discussion board in learning and teaching is nicely summarised in the following extract from the University of Western Australia's publication Discussion boards.

Effective use of discussion boards can:

• encourage students to take a more active role in the learning process
• assist students to be more tolerant of differing viewpoints and better prepared to
  formulate and express their own opinions
• help resolve small problems or inconsistencies in course related matters in a timely and effective manner
• assist students to keep in touch with each other and the lecturer
• provide a forum in which students can voice their thoughts, choosing their own words and knowing that others will be "listening"
• improve flexibility by allowing students to contribute at times and places appropriate to them.
  
  Centre for the Advancement of Teaching and Learning (CATL), UWA 2001.p.3.

For advice on setting effective discussion activities, see Tips for developing discussion activities (PDF 47KB).

Attaching assessment to discussion activities

One way to make discussions purposeful to students is to link these to assessment in some way - see Eight ways to incorporate online discussion into assessment (PDF 66KB) for some possibilities.

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Help resources

UTAS resources

• Managing discussion categories, topics and threads Quick guide (PDF 91KB)

Useful links

Australian Journal of Educational Technology (AJET)

All things in moderation (Gilly Salmon) - website based on her e-moderating book (see further reading below).

'Evaluating students' participation in on-line discussions' (S. Ho, Curtin Univ.) - looks at theories about, and strategies for, encouraging effective on-line participation, and reviews a range of qualitative and quantitative methods for assessing the effectiveness of students' on-line participation.

'Time saving Strategies and Tips for Instructors Using Online Discussion Forums' - (T. La Ferriere) - tips from practicing instructors in the Global Educators' Network.

Further reading

Harisim, L., Hiltz, S. R., Teles, L. and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. MIT Press, Cambridge, MA

Salmon, G. (2000). E-moderating: The key to teaching and learning online. Kogan Page, London.

Salmon, G. (2002). E-tivities: The key to active online learning. Kogan Page, London.

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