Why are my online discussions so boring?

Posted December 9, 2013 by

Many faculty who teach online classes are dissatisfied with the quality of online discussion. Discussion in our face-to-face classes seems so robust and interesting. Why is it so much harder to facilitate a satisfying discussion online? A couple of reasons:

  • Information-gap discussion doesn’t work well online: Most discussion in the face-to-face world involves what are called “information-gap activities”: I have some information; you don’t have the information; so you ask me for the information and I provide it. You are then satisfied. But this type of activity doesn’t work well online – in fact, it curtails discussion. Online discussion tools are tailored for more expansive discussion, which many instructors find more challenging to facilitate.
  • Everyone has to participate online: If you were to audit your face-to-face classes, you’d most likely find that a core group of 5-10 people actually does most of the talking; the other 20-25 people are mostly silent. So your face-to-face class only seems to have more robust conversation – the majority of your students don’t actually get much from it. But herein lies an opportunity: the quietest, most withdrawn students in your face-to-face class can be the most talkative and interesting online. Still, it’s challenging to involve everyone in an online discussion.

Here are some tips for getting the most from online discussion:

  • Require a product of discussion: The best discussion, online or face-to-face, involves negotiation between and among participants, brings in strong evidence to support points, and reaches a conclusion. These good things rarely happen when the goal of discussion is merely … discussion. The traditional discussion prompt – “Make your point and respond to one other person’s post” – is practically a recipe for boring discussion. I like to require a “consensus document” as a product of online discussion, which forces students to come to agreement on a problem or controversial issue and then justify their agreement or lack thereof.
  • Use small groups: Group activities in the online environment are more work to set up – assigning students to small groups takes a bit of effort and organization. But most online instructors swear by the quality of small-group online discussion. How much can you really add to a discussion between 25 or 30 people? Not only is it intimidating to talk in front of that many people, there’s usually nothing new to say after 10 or 12 people have had a say. But in a group of three or four students, it’s much easier to venture a fresh opinion or offer a new perspective or point out neglected evidence.
  • Use the “post before reading others’ posts” setting: Version 10 of D2L has a new setting for discussion topics. The setting keeps a student from being able to see anyone else’s posts until s/he has posted to the discussion board for that topic. This setting should help to cut down on some of the “lurking” and “loafing” behaviors you see on discussion boards, and allow you to assess an individual student’s contribution more accurately.
  • Use a grading rubric that emphasizes quality over quantity: Students will give you what you ask for. If you ask for a certain number of posts, students will provide it – and usually no more. But if you set a number of postings as a baseline and then establish criteria based on quality of postings, you’ll get higher-quality postings. A rubric is a great way to communicate these standards.

Comments

There are 4 responses to "Why are my online discussions so boring?" . If you see a comment that doesn't belong please click the "x" and report it.

x by Martha Hirsch 8 months ago

could you provide an example of a statement in a rubric that would encourage higher quality postings and one that encourages quality over quantity.

also, how would you recommend dealing with a class of 50-75 students

x by Peter Seaman (author) 7 months ago

Hi Martha: You asked about a statement in a rubric that would promote quality over quantity. Here’s an example: “Your posting must contain at least 150 words and apply the concepts introduced in chapter 2 and use the vocabulary from that chapter. It must also paraphrase the original posting to which you are replying.” Some might argue that an emphasis on number of words takes us back to quantity, but I’d argue you’re always going to need some quantitative elements. The key is to use them as a baseline, not as a final measure. I see way too many directions like “Post once and reply to one other post,” which shares no expectations around quality of posting.

You asked about managing a class of 50-75 students. I’d recommend using small groups. With a class of that size, you’d want students to sign up for groups (so you don’t have to worry about assigning them). If you have, say, groups of 4 with four discussions, you could have each person take a turn as discussion leader with certain assigned duties such as summarizing, coordinating, etc. And there should be a PRODUCT of discussion, like a report or consensus document, not just discussion itself. It’s more work but you get deeper learning and also better discussion. Thanks. – Peter

x by Kristen Fink 7 months ago

I’m intrigued by the “post before reading others’ posts” setting. Which version of D2L are we using? How does on access this setting?

x by Peter Seaman (author) 7 months ago

Hi Kristen: Thanks for your questions. Version 10 of D2L, which we started using in summer 2013, has the new feature (though Moodle and probably other LMSs have had the feature for years). To find out about it, you can visit this page on our web site – also new since 2013:

http://www.pcc.edu/about/distance/faculty/technical/user-must-compose/

Happy new year! – Peter

Add to the discussion

PCC encourages you to add your voice to this page. Just remember that we take the time to look over each comment and reserve the right to remove submissions for any reason.