In a Traditional Classroom Course (Charles Evans)I have used a web-based discussion forum with some success in my HIS 295, History and Film, course. The problem that I faced in generating classroom discussion was that some of the movies shown in the class were very long, such as Spartacus, leaving little or no time for face-to-face discussion of key aspects of the movies. The solution was to have students take part in an online discussion of the historical and artistic issues involving a specific movie. The disadvantage was the loss of the immediacy and spontaneity that can occur in a classroom setting, but I felt the positives much more important. First, the discussion tended to be more focused on the specific issues that I indicated on the web (instead of wandering all over). Second, students became more acquainted with the use of a technology. Third, the discussion that would normally have taken place in class did continue, and, in many cases, required a bit more thought and critical analysis since comments were being written instead of spoken. Setting up the discussion was simple. I used the forum package of Web Course in a box (There are others now available at the college, such as Allaire, Blackboard and Webboard), followed the specific directions for creating a forum (entering choices such as not letting students edit the assigned question) and entered initial discussion points for each movie. I also created user names and passwords for each student to log into the site. Students could review all the posted comments without a password but needed a password to post a response. Students could reach the site by either clicking on the link in my online syllabus (or manually typing in the URL. I provided instructions to students on my web page, on a one-sheet handout (that specifically had log-on procedures) and orally in class. Finally, I made it clear to students that participation in the web-based discussion was mandatory, that students were required to post at least once a week and that this would become part of their class participation grade.
In a Web-Based Course (Diane Thompson)I teach several courses in writing and/or literature at a distance. Distance learing students often are bemused and confused by even the clearest instructions, because many of them are either new to college work, or returning after a long time away, and they do not know what I expect from them, nor what other students are doing to successfully meet the requirements of any particular task. Further, they are alone, at home, instead of in a classroom where there would be more awareness of other students and how they deal with the tasks. I address these issues by using Discussion Forums, so that students can share their writing with one another. This gives each student a peer audience for his/her writing, which is much better than writing just for the teacher. I respond on the forum to each student posting. This allows students to see what others are doing and to see what I think about what they are doing. I strive to be calm, positive and objective in my responses. For example, if a student has serious problems that require tutoring, I communicate that by email. If the posting is generally ok, but only needs some general comments about structure or content, I simply write a "reply" to the posting. I send all grades privately by email. In English 111/009, I sometimes need to do a lot of textual commenting, so I do a copy/paste of the student writing into a "reply" message box and then make my general comments and recommendations at the top. I write my edits in [brackets] within the actual text of the student's writing. I then post this as my reply. This is especially useful for drafts of essays, where the problems are complex and not easily summarized in a few sentences. I do not correct the draft, but only work on the first paragraph or two to show the student the kinds of problems I am finding. I also make suggestions at the top for areas to review in the course Handbook. I handle literature classes in a similar manner, although I rarely need to do a copy/paste of student writing. I have a number of different questions for each reading, and each student selects one of the questions. Of course, many end up writing on the same questions. Is this a problem? I don't feel that it is. I assume that the main goals of the writing activities are to process information about the readings and prepare students for the open book exams they will take in the testing centers. Consequently, I am delighted if they glean ideas from others that they are able to work into their own essays. I've been doing this for several semesters now, and I rarely find a student essay that leans heavily on another student essay. One reason, of course, is that they are all posted on the forum, so I would be easily able to see the essay that was overly borrowed form. One of the best essay exams I have ever received actually cited ideas from several students as sources. I try to respond with positive comments about good ideas and remarks about errors in ideas/facts if needed. I also try to find points to agree and disagree with, and explain why I think the way I do. Recently I have been trying to respond to the student's writing with ideas of my own relating to the text(s) being discussed. I may relate the discussion to another text, to a current or ancient event, or to an experience in my own life. I think of this as an opportunity to teach not just the student writer, but all the other students who have the patience to read through the discussion forums. The mechanics: I set up a discussion forum for each task, such as a worksheet, draft, essay, reading response or research report. To provide a smooth flow from the instructions to the forum, I link directly from the task instruction page to the forum for its task. I have done this with Web Course in a Box, Allaire Forums, and Blackboard. The first task for each course is to send a letter of introduction to the Introductions Forum. This task includes detailed instructions on how to sign on to the forum and do a copy/paste.
Factors Encouraging Student Usage (Berta Finkelstein)Credit for entering the forums. Students are graded on the frequency and quality of their submissions. Commenting on other students ideas and generating new topics from other comments is encouraged. Focus of the discussion. Discussions that begin with an idea or issue that is broad, somewhat controversial and easily researched tends to generate the most activity. Students appear to take the content issue and focus and redirect it to experiences they have had. Ideas seem to flow from each student and then become part of a larger discussion. All of the secondary topics generated have related to the course material. Student perception of the instructor's role in the forum. It appears that there is greater student activity when the instructor is viewed as a moderator, clarifyer and resource. The forum participants feel as though the forum is their private discussion. They feel as if they are relating to each other about some aspect of the course content rather than the instructor. They offer each other information and assistance, correct erroneous information and reinforce each other for good ideas as they all relate to the content. I tend to view my role in these discussion forums as one of moderator. I had expected that I would have to move the discussions back on track but instead have found that the students have been very well focused. Limited time to enter the forum. It appears that forums that have clear closing dates encourage a concentration of activity. Students feel the additional pressure to interact before a closing date. They also tend to interact more directly with individuals because all are forced to enter the forum often during the same time frame.
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