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Whether we like them or not, online message boards are here to stay. Online discussion forums are increasingly being used in college courses, whether we're teaching entirely online or incorporating it into a face-to-face session.
I have been a university professor for more than 30 years, and for 15 of those years, I have chosen to teach online. I have utilized online discussion boards to supplement traditional lecture courses and as a foundation for graduate and undergraduate seminars. I have used online discussion boards in classrooms with as few as 6 students and as many as 130 students.
At a variety of institutions, including high schools, two-year universities, and liberal arts colleges, I've probably hosted close to 50,000 online discussion forums and I've witnessed hundreds of other professors' online discussion boards.
1. Divide And Conquer On Online Discussion Boards
Many professors utilize only one Quorahub online discussion board for tens or even hundreds of students to react at once, despite the fact that few of us would ever contemplate hosting a face-to-face debate among 50, much less 100, students.
I recently watched a colleague instruct a 100-student in-person lecture course. The lecturer made a discussion board online available for students to use before each lecture so they could debate the assigned reading. However, when I looked at the online discussion board, I found that very few students—if any—were actually talking about the reading assignment. It was necessary of each student to make a remark or question, which they all did. However, none of the pupils were engaged in discussing, which is defined as "talking about (something) with another person or group of people."
An online dropbox might be more useful than a discussion forum if the main educational objective is to make students accountable for a reading assignment. However, you must divide and conquer if the teaching objective is to promote discussion and involvement regarding what pupils read.
Any class with more than 12 pupils should be divided into groups of six to nine students each. For each group of six to nine pupils, establish a separate yet concurrent discussion board. In this way, a class of 90 students might feel like a class of nine due to the ease with which students can communicate with one another.
Divide students into groups, and the online learning management systems (such as Moodle, Instructure Canvas, and Blackboard) will automatically create a different discussion board for each group. Therefore, while breaking up huge classes into smaller pieces doesn't increase the burden, it really increases engagement.
2. Direct Traffic Online Discussion Boards
The biggest flaw I observe in teachers' usage of Quorahub internet discussion forums is that they aren't sufficiently directed. Most teachers just publish a question and urge everyone to answer it. Pupils may be instructed by the professors to reply to other students.
Traffic management is necessary to run good discussion boards. Not only the what (the prompt), but also the who (to react to) and the when (it's due) must be included.
Create two distinct assignments with two distinct dates, for example, to make the dual task of posting your own remark and responding to another student's comment effective: The first assignment has a due date for each student's initial post, and the second assignment has a date for each student's answers to other students' initial postings.
Make sure that the two assignments' due dates are at least one day apart. Otherwise, until just before the first (and only) deadline, there is no assurance that there will be enough posts for other students to react to. High-achieving students find it difficult to publish their initial response early and then have to rush to complete it as soon as the deadline approaches other students to post.
Regarding who each pupil should answer to, you may be even more strict. I ask each student to reply to a student who has not yet received a response for some assignments. I expect each student to answer to the same student (or alternatively, a different student) who they responded to in their last assignment for subsequent tasks.
The idea is to guide discussion board traffic, much like one guides conversational flow during face-to-face conversations, rather of letting the students wander off in random directions. Other modifications can be made.
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