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Online Discussions with Meaningful Outcomes: A Conceptual Framework

Pennsylvania Distance Learning Association11th Annual Conference & Expo

Dr. Cathy M. LittlefieldDr. Timothy M. Sullivan

November 13, 2013West Chester University

West Chester, PA

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Background

• Joint interest in connections between face-to-face and online learning in a hybrid/blended environment.

• Graduate student research project• Pedagogical considerations• Assessment loop• Faculty professional development dissertation

work• Continuing research

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Language: Hybrid/Blended

• Hybrid/Blended: Carefully designed integration of online and face-to-face. Time spent in the face-to-face classroom reduced, but not eliminated.

• Goals include increasing student flexibility (options).

• Face-to-face meeting time reduced by 30% (sloanconsortium.org). Literature varies in percentage allocation 30-80%.

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Language: Online

• Online: when learning occurs between students and instructor in different locations.

• Totally eliminates geography as a factor in relationship between student and institution.

• Students can complete course or program fully at a distance.

• No required face-to-face meetings.• (sloanconsortium.org).

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Language: Asynchronous Discussions

• Participants do not need to be logged in at the same time, but can be.

• Students connect with each other at their own convenience and schedule.

• Useful for sustaining dialogue and collaboration over a period of time.

• Can accommodate time zone differences.• Individuals must take the initiative to “login.”

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Language: Synchronous Discussions

• Real-time communication and collaboration• “Same time-different place” mode.• Students connecting at a single point in time,

at the same time.• Pedagogical considerations• Time zone differences can create difficulties.

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Suskie’s Assessment Cycle

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An Approach to Designing Discussions in Hybrid Courses

• Setting Goals and Objectives

• Developing Assessment Strategies

• Teaching and Learning Activities

• Assessment Results

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An Approach to Designing Discussions in Hybrid Courses

Setting Goals and Objectives:– Course syllabus considerations– Develop rubrics and communicate to students– Establish parameters for posts– Connecting pre and post learning – Link to learning objectives– The power of reflection– Follow up with next face-to-face session

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An Approach to Designing Discussions in Hybrid Courses

Developing Assessment Strategies– Considerations and questions– Rubrics– Soliciting feedback during discussions– Journal writing as formative assessment– Formative assessment to inform pedagogy– Ability to shift gears

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An Approach to Designing Discussions in Hybrid Courses

Teaching and Learning Activities– Individual discussion thread considerations– Online etiquette– Students can connect discussions to face-to-face

sessions– Opportunities for peer to peer learning and sharing– Project-based learning– Reflective writing– Students as discussion facilitators– Small Groups vs. Full Class Discussions

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An Approach to Designing Discussions in Hybrid Courses

Assessment Results– Using data to inform future practice– Diagnose challenges– Assessment data for course re-design– Follow-up after online discussions in face-to-face

sessions for linkage and for feedback– Design, layout and prompts for discussions– Students can see change sessions to session

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Setting the Table

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The Dinner Party MetaphorHayek, C. (2012)

• Welcome everyone personally at the door (Online forum)

• Make sure every person feels comfortable in their new environment (Tone).

• Don’t ignore anyone (Reply to each student throughout course).

• Disagreements are phrased professionally• No one should be silent, including the host! (Be

present in forums)

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The Dinner Party MetaphorHayek,C. (2012)

• Serve them something delicious (Content!)• Invite them back! (To weekly forums, to the next

assignment even if they have faltered, to the university of they finished your course).

• Proportionate time with your guest (Don’t reply to the same students every time).

• Spend extra time with needy guests (Struggling students).• Don’t talk all at once, spread the conversation throughout

the party (Post on various days, keeping the volume consistent).

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The Dinner Party MetaphorHayek (2012)

• Set up a new conversation when one is stale! (Add a relevant link to a current event to discuss).

• Hosts are visible, immediately attend to guest needs, personable, proactively plan for a great evening!(Hayek, para. 7).

• Just like a good dinner party, a good online discussion board provides opportunities for community relationships to develop.

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Reflections

Tips for Successful Discussion Threads:

• Ongoing syllabus review• Linking all online discussions with face-to-face• Follow-up face-to-face discussions• Alternating roles and learning activities• Assessment and design loop

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DISCUSSION

QUESTIONS

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CONTACT US

Dr. Cathy M. LittlefieldAssociate Professor, Graduate Studies at Peirce College

clittlefield@peirce.edu

Dr. Timothy M. SullivanAssociate Professor, Director of Programs in Higher Education

at Widener Universitytmsullivan@widener.edu

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References

• Hayek, C. (2012). How many faculty discussion posts each week? A simply delicious answer. Faculty Focus.

• Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide (2nd ed.). San Francisco, CA: Jossey-Bass.

• Sullivan, T.M., Freishtat, R. (2013). Extending learning beyond the classroom: Graduate student experiences of online discussions in a hybrid course. The Journal of Continuing Higher Education, 61. doi: 10.1080/07377363.2013.758555