Running head: THE CHARACTERISTICS OF EFFECTIVE ONLINE DISCUSSION

The Characteristics of Effective Online Discussion Weston Fellows Towson University

THE CHARACTERISTICE OF EFFECTIVE ONLINE DISCUSSION Abstract What are the characteristics of effective online discussion? This review of literature examines five

studies performed dealing with the characteristics of effective online discussion boards. The studies all corroborated that asynchronous online discussion boards are a valid method of promoting group discussion and learning. Two of the studies noted that in order for discussions to be as valuable as possible it is important for course instructors to facilitate the discussion and set clear expectations for students. When utilized properly asynchronous online discussion boards are a valid way to promote student learning and collaboration.

THE CHARACTERISTICE OF EFFECTIVE ONLINE DISCUSSION

The Characteristics of an Effective Online Discussion Board What are characteristics of an effective discussion board? The Gale Encyclopedia of ECommerce (2002) has the following to say about the topic: Online discussion boards emerged in the mid 1990s and allow internet users to post and respond to messages. Forums are typically arranged by topic-Date-Time. Typically a username and password are required to use these. Professors began using these in the mid 1990s as well to facilitate class discussions (Gale 2002). A number of the studies reference the term asynchronous learning. The Encyclopedia of Distributed Learning (2003) clarifies that asynchronous learning is part of a broader piece called computer-mediated communication in which both synchronous and asynchronous communication can occur Encyclopedia of Distributed Learning (2003). Asynchronous communication typically qualifies as the use of online discussion boards by the very definition of asynchronous-occurring at different times. This provides one of the greatest benefits of online discussion boards in that participants can join the discussion at their convenience. This topic holds personal importance for me on a number of levels; first, professionally I am a classroom teacher and would like to know the value of online discussion boards. I would like to know whether I can use these tools as a valuable supplement to face to face classroom discussion. The topic also holds value for me as a student. In the Technology in Education Cohort I am now a part of there are a number of online classes with discussion components. It was very interesting to me to find out there was research that validated the practices used by my professors. It also enabled to me see where they were coming from with some of the way in which the class was set up: they often participated in discussions, used small groups, and set clear expectations. All of these I found to be sound practices throughout my review of literature.

THE CHARACTERISTICE OF EFFECTIVE ONLINE DISCUSSION

The idea of determining effective discussion board techniques is important to education because, as society advances technologically so does education. It is important for educational institutions to determine the best route to take. Educational research is a great way to figure out whether or not a method is effective. With the advent of the internet asynchronous discussion boards have been made much more profitable and easy to set up and use. The idea of performing research supports educational process and provides a foundation of knowledge. Scope of Review The topic searched was effective use of discussion boards. Keywords used in the search were: discussion boards, effective use of discussion boards, and discussion boards in education. The databases searched were the Academic Search Premier, GALE/EBSCO, Educational Research Complete, and Google Scholar. The years covered are 2002- 2009. Discussion of Research The articles examined are presented from broad to narrow in this section. Cox, B. & Cox, B (2008) conducted both a qualitative and quantitative evaluation of discussion boards the first was a study of transcripts of an online class in which they basically examined student engagement and looked to see if the online discussion boards were able to provide the same learning environment benefits from a traditional classroom. The authors continued on to provide examples from the transcript of the class (2008). The findings of the study were that students were able to interact in a meaningful way through the discussion board as we demonstrated through the transcripts. The authors found that students were at each with each other in the online forum and academic, intellectual and interpersonal supports were present. The conclusion the authors came to was that discussion

THE CHARACTERISTICE OF EFFECTIVE ONLINE DISCUSSION

boards are a place to promote interaction between learners and can help develop collaborative learning. The second study, performed by Bliss, C. and Lawrence, B (2009) examined online posts from thirty three undergraduate classes. They found a positive correlation between feedback and guidelines. Quality of posts increased when the instructor gave expectations for quality postings. The more an instructor was present in the discussion the higher the quality of student postings. The study distinguishes between student participation and quantity of postings. Another interesting finding was that the collaborative learner is more likely to engage in online postings as opposed to the independent learner (2009). The results of the Bliss and Lawrence (2009) were quite interesting: The results of this paper confirmed what we believe to be best practices in higher education [4]. Student participation, student quantity of posts and extent of threading were positively correlated with instructor presence, presence of feedback and guidelines for quality posts.( 2009) This is an important idea because it clearly identifies the successors for an online discussion board. Bliss & Lawrence also conducted a more focused study in 2009 in which they examined the difference of small group verses whole group class discussions. This was a qualitative study in which they examined success based on numerical values. The researchers observed seventeen online undergraduate mathematics courses at Empire State College. These classes contained both whole class and small group (2-5) student responses. End result was an analysis of 6,964 posts made over 239 message boards. Researchers looked at boards two weeks after the due date in order to ensure they captured late postings. They analyzed transcripts in a method they developed in an earlier paper. Overall the researchers found that the frequency of student posts increased in the small group setting verses the whole class setting. However, the researchers

THE CHARACTERISTICE OF EFFECTIVE ONLINE DISCUSSION

found that small group talk contained a lower proportion of total posts devoted to educationally valuable talk as opposed to whole class discussion. Despite that they quality of the educationally valuable talk, when posted in the small group was higher than the whole class. There was no difference between small and large group in extent of threading or instructor presence (2009). Small group discussions increase student participation, peer interaction and the development of socially constructed knowledge. But that some sort of checks and balances are in place to ensure students remain on task. One problem with small group study was that non participating students create more of a learning gap, or hurdle in small rather than large groups (2009). The concept of instructor facilitation is supported in a by Borsting and Chu that will be addressed later in this paper. In a group of four it is a bigger deal if one student doesnt participate than in the whole class. Schellens et al (2007) conducted a study containing qualitative as well as quantitative components. The study found that, in regards to levels of knowledge differences between groups and between students are smaller than between students levels of knowledge on particular assignments. Student attitude toward discussion groups has a positive impact on their level of knowledge on the topic. (2007) This makes sense, if students are more positive about a discussion they are more likely to participate and hence more likely to have a higher understanding. Learning styles do not seem to play a large factor in knowledge levels. Groups with low discussion activity had a lower knowledge of the theme than those of high discussion activity. Schellens et al (2007) concluded that active participation in discussion boards can positively impact knowledge. It is the individual active participation that matters not low participation of an individual in a high level group discussion. No significant differences were found in students with different learning styles provided the students compared had the same

THE CHARACTERISTICE OF EFFECTIVE ONLINE DISCUSSION

level of involvement. (2007) This supports previous findings that student participation is an indicator of success but also adds a new dimension of adding learning styles into the mix. Chu and Borsting (2009) examined how to supplement a lecture with an online discussion board. Their methodology was that students were required to participate in discussion boards based on lecture topic content. Examples of the threads were given as a qualitative analysis (2009). The key outcome of the study as related to the scope of this paper was that group (8-12) discussion was most effective in facilitating discussion when facilitated by a faculty member (2009). This provides specific support for ways to facilitate productive discussion boards and also supports the Bliss and Lawrence findings that small group discussions have the most frequent response. Summary and Conclusion The research performed led to a number of findings, which was supported by more than one article. Cox and Cox start out supporting the general knowledge that discussion boards are, in fact, a valid way to facilitate discussion and learning. Chu and Borsting corroborated Bliss and Lawrence in that instructor facilitation of the discussion is paramount to an effective asynchronous discussion. Schellens et al presented the unique findings that learning styles did not play a role in success of discussion boards. From an educational viewpoint this is an especially significant finding when examined with the other studies because it means that discussion boards can be valuable to students with a wide variety of learning styles. In todays diverse classrooms this is especially important.

THE CHARACTERISTICE OF EFFECTIVE ONLINE DISCUSSION

References Bliss, C. Lawrence, B. (2009). From posts to patterns: A metric to characterize discussion board activity in online courses. Journal of Asynchronous Learning Networks.13 (2) 15-32. Retrieved from Education Research Complete 20 July 2011 Bliss, C. Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks. 13. (4) 25-39.Retrieved from Educational Research Complete 13 July 2011 Borsting, E. Chu, R. (2009). Supplementing traditional lecture-based pedagogy with online discussion boards and assessment tools. Optomeric Education. 34. (2) 78-83. Retrieved from Educational Research Complete 12 July 2011 Cox, B. Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: the use of discussion board in collaborative learning. Education 128. (4) 553-565. Retrieved from EBSCOhost 13 July 2011 Discussion Forums." Gale Encyclopedia of E-Commerce. Ed. Jane A. Malonis. Vol. 1. Detroit: Gale, 2002. 209. Gale Virtual Reference Library. Web. 12 July 2011 Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (2007). Learning in asynchronous discussion groups: A multilevel approach to study the influence of student, group, and task characteristics. Behaviour & Information Technology, 26, 55-71. Retrieved from Google Scholar 13 July 2011 Turoff, Murray. Computer mediated communication (CMC) Encyclopedia of Distributed Learning. 2003. SAGE Publications. Web. 20 Jul. 2011