So, you are set to teach an online course and you see that there is a Discussion Question in each week’s folder and the students are graded on it. You are not alone, researchers have recently found that Discussion Questions are used by over 85% of institutions in their online courses. To some, they may not seem like the most modern way to assess a learning outcome in an online course, but to others, they are a perfect combination of learner-to-content, learner-to-learner, and learner-to-instructor interaction – a veritable learner engagement trifecta. It is with this context that this article is aptly titled: Discussion Facilitation in a Nutshell.
So, you are set to teach an online course and you see that there is a Discussion Question in each week’s folder and the students are graded on it. You are not alone, researchers have recently found that Discussion Questions are used by over 85% of institutions in their online courses. To some, they may not seem like the most modern way to assess a learning outcome in an online course, but to others, they are a perfect combination of learner-to-content, learner-to-learner, and learner-to-instructor interaction – a veritable learner engagement trifecta. It is with this context that this article is aptly titled: Discussion Facilitation in a Nutshell.
One strategy for effective teaching is to prepare students to evaluate and address real world situations with the knowledge that is imparted. With the rapid proliferation of technology and the economic focus on globalization, organizations are establishing cross-functional teams where staff members are situated around the globe or hired from various corners of the world. Therefore, it is important that instructors facilitate developing the skills necessary to be prepare students to collaborate successfully in such group environments. This preparation is not only for workplace readiness but also more importantly, to help students understand how to engage and work effectively with a diverse workforce. Two key skills to facilitate such workplace readiness are problem solving, and the ability to interact with other people through understanding the nuances of communication. Faculty can help students build these skills with the use of collaborative group assignments.
One strategy for effective teaching is to prepare students to evaluate and address real world situations with the knowledge that is imparted. With the rapid proliferation of technology and the economic focus on globalization, organizations are establishing cross-functional teams where staff members are situated around the globe or hired from various corners of the world. Therefore, it is important that instructors facilitate developing the skills necessary to be prepare students to collaborate successfully in such group environments. This preparation is not only for workplace readiness but also more importantly, to help students understand how to engage and work effectively with a diverse workforce. Two key skills to facilitate such workplace readiness are problem solving, and the ability to interact with other people through understanding the nuances of communication. Faculty can help students build these skills with the use of collaborative group assignments.
Any day now, I expect to receive a letter from a school I have a ten-year relationship with. The contents of the form letter will indicate that I am no longer employed with said school; I know it is coming, but the waiting is the annoying part. I would rather be teaching classes instead of waiting for the ax to fall. The school’s policy, however, is that if you do not teach a class in a calendar year, you are out. My last class with them ended late last year and, given the prior frequency of my schedule and the lack thereof this year, likely there is no reasonable expectation of getting a class before that window closes.
Any day now, I expect to receive a letter from a school I have a ten-year relationship with. The contents of the form letter will indicate that I am no longer employed with said school; I know it is coming, but the waiting is the annoying part. I would rather be teaching classes instead of waiting for the ax to fall. The school’s policy, however, is that if you do not teach a class in a calendar year, you are out. My last class with them ended late last year and, given the prior frequency of my schedule and the lack thereof this year, likely there is no reasonable expectation of getting a class before that window closes.
Changing technology in online platforms distract faculty and students from the prime directive—teaching and learning, yet these so-called bells and whistles—most often referred to as upgrades—are continuously being added into the online Learning Management System (LMS) as part of each schools’ commitment to offer the most updated platform. A recent survey paired with current research revealed that too much rapid and ongoing change in technology is creating havoc for both students and professors alike. Most university administrators are sensitive to this matter and work with users involved to make changes and transitions easier to manage; however, responses from the survey instrument constructed and administered by these writers indicate that faculty members spend excessive amounts of time helping students simply learn the technology than teaching the topic content of the course. Further, responses showed that both faculty and students prefer change not occur as frequently so that subject matter teaching and learning synergy might be restored as the primary tenet in higher education.
Changing technology in online platforms distract faculty and students from the prime directive—teaching and learning, yet these so-called bells and whistles—most often referred to as upgrades—are continuously being added into the online Learning Management System (LMS) as part of each schools’ commitment to offer the most updated platform. A recent survey paired with current research revealed that too much rapid and ongoing change in technology is creating havoc for both students and professors alike. Most university administrators are sensitive to this matter and work with users involved to make changes and transitions easier to manage; however, responses from the survey instrument constructed and administered by these writers indicate that faculty members spend excessive amounts of time helping students simply learn the technology than teaching the topic content of the course. Further, responses showed that both faculty and students prefer change not occur as frequently so that subject matter teaching and learning synergy might be restored as the primary tenet in higher education.
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