MyNotes - The Effectiveness and Development of Online Discussions
[JOLT - Journal of Online Learning and Teaching](http://jolt.merlot.org/vol5no1/al-shalchi_0309.htm)[Source: MERLOT Journal of Online Learning and Teaching
Vol. 5, No. 1, March 2009
The Effectiveness and Development of Online Discussions
Olla Najah Al-Shalchi
Department of Modern Languages & Literatures
College of William & Mary
Williamsburg, VA 23187-8795
onalsh@wm.edu](http://www.diigo.com/cloud/mguhlin)[](http://www.diigo.com/user/mguhlin/no_tag)
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[The Effectiveness and Development of Online Discussions](http://www.diigo.com/user/mguhlin/no_tag)
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[n online discussion environments, students are able to build strong ties and relationships with each other. Online discussions can be presented in different ways and serve students for different purposes. In order for them to be effective, instructors must make their expectations clear, provide feedback, and lead the class down the correct path. This article deals with the importance of the effective design of online discussions and discusses ways that instructors can help students have effective discussions.](http://www.diigo.com/user/mguhlin/no_tag)
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[Asynchronous discussions are discussions that students can take part in at any time, whereas synchronous discussions require that the participants of the discussion all meet at the same time to talk about the issue at hand](http://www.diigo.com/user/mguhlin/no_tag)
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[When instructors decide to use synchronous discussions, they are choosing an environment that is more similar to face-to-face discussions because the students and instructors are meeting at the same time. In synchronous environments, students are able to work collaboratively and receive instant feedback. When an instructor uses a type of communication strategy that is more similar to face-to-face discussions, some people may be more inclined to open up to the possibility of having online discussions.](http://www.diigo.com/user/mguhlin/no_tag)
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[asynchronous discussions give the students more time to think about the topic being studied and to research more about it if they need to do so. They can respond to posts made on the forum after they have had time to think about the topic and read what others have already contributed to the discussion. Students are able to log into their classes to view the questions and remarks made by other students and the instructor before making their own contribution. Another advantage to having asynchronous discussions is the fact that the discussions give the students more information and have a more meaningful analysis (Meyer, 2007). It is easy for students to turn to outside resources to get more information about the topic being discussed and to be able to support their argument with scholarly work. Research has found that students did the extra research before making a comment because they did not want to sound unintelligent in front of their colleagues, and they felt that they did not have enough background knowledge in the subject matter (Du, Zhang, Olinzock, & Adams, 2008).](http://www.diigo.com/user/mguhlin/no_tag)
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[online discussions provide students with an equal opportunity in participation and a chance for all voices to be heard (Vonderwall, Liang, & Alderman, 2007).](http://www.diigo.com/user/mguhlin/no_tag)
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[In online discussions, all students can give an answer, even if it is merely agreeing with one of their colleague’s opinions. Hrastinski (2008) reports that when students agree with their colleagues, they form social ties, and these are important for collaborative learning. There are some students who are very shy and do not like to speak in front of their peers and by communicating through online discussions, they are able to give themselves a voice.](http://www.diigo.com/user/mguhlin/no_tag)
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[online discussions allow for the students to “build a sense of community” (Appana, 2008, p.10) Although students may be living in different parts of the world and may never meet in person, the discussions that they have online permits them to form social ties as if they were in a traditional classroom.](http://www.diigo.com/user/mguhlin/no_tag)
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[Concerns about Online Interactions](http://www.diigo.com/user/mguhlin/no_tag)
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[An area of possible concern in online discussions is the subject matter being discussed. Some opinions are that certain subjects cannot provide students a chance for interaction.](http://www.diigo.com/user/mguhlin/no_tag)
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[Another concern facing online discussions is the fact that certain non-verbal cues that students would normally receive in face-to-face classes is missing. For example, one cannot hear the tone of voice used in communication in online environments and there is no way to see facial expressions or hand gestures. However, there are other ways to make sure that students “engage meaningfully with subject matter” (McCrory, Putnam, & Jansen, 2008, p.162) and ways for “teachers… \[to\] monitor and guide learners’ thinking….for successful online learning environments”(McCrory et al., 2008, p. 162).](http://www.diigo.com/user/mguhlin/no_tag)
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[It was found that there were three main reasons to participate in discussions: “1. Asking for information 2. Asking for clarification \[and\] 3. Sharing information” (Stapa, 2007, p.141).](http://www.diigo.com/user/mguhlin/no_tag)
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[One thing that an instructor must make sure to do is provide the students with directions for online discussions that are simple, to the point, and do not cause any confusion among the learners (Rose & Smith, 2007).](http://www.diigo.com/user/mguhlin/no_tag)
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[t is not enough for an instructor to give an assignment. The students need to know whether or not they are addressing the issue in enough depth, if their understanding of the issue is correct, or if students need clarification about something, an instructor needs to be able to shed light on the subject.](http://www.diigo.com/user/mguhlin/no_tag)
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[Students should be motivated to contribute to the discussions (Rose, et al., 2007).](http://www.diigo.com/user/mguhlin/no_tag)
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[o start with, at the very beginning of a course, an instructor can find out what interests the students, and if possible, tie in their interests to the discussion and issue being presented. The instructor also needs to address how students will be assessed on their participation in discussions.](http://www.diigo.com/user/mguhlin/no_tag)
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[There should be specific guidelines and rubrics that explain all of the assessment techniques that the instructor will use (Black, 2005).](http://www.diigo.com/user/mguhlin/no_tag)
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[Instructors who establish clear expectations as to how threaded discussions are used or who ask specific questions in response to student postings can expect to encourage richer online dialogue” (p.64).](http://www.diigo.com/user/mguhlin/no_tag)
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[One suggestion is to keep threaded discussions similar to an outline, “with each topic…given its own thread, separate from other conversations” (Rose, et al., 2007, p.147). This helps students find the information that they are searching for, and when students need to return to the thread, they will know where to search for what they are looking for. It is much easier for students to retrieve this information, and it may also be wise to have students create different subjects for their posts for the same reason. This will help students create summaries of their discussions and help them remember the content better.](http://www.diigo.com/user/mguhlin/no_tag)
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[Some questions may ask for students to give their opinion or to relate their experiences with the issue being discussed (Akin, et al., 2007). Other questions may have students evaluate their own work or the work of others (Akin, et al., 2007). Students may be asked to take a side on the issue being discussed and explain their reason for their decision while trying to convince others to see their point of view (Akin, et al., 2007). Another take on this would be to have the students write the questions and have their colleagues respond to them (Akin, et al., 2007).](http://www.diigo.com/user/mguhlin/no_tag)
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[it is imperative to include online discussions in distance education courses, and they can also be incorporated into traditional classrooms. They provide students with several advantages and allow for students to communicate and interact. With the proper development of online discussions students can enjoy having a positive learning experience.](http://www.diigo.com/user/mguhlin/no_tag)
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