Distance Learning has its challenges and one of them is engendering quality interaction. Experts in the fields of cognitive psychology and learning theory stress that interaction is vital to the learning process. But how does an educator attempting to deliver a Distance Learning course work effective and resonant interaction in the online format?
One of the most basic avenues of interaction in the tool box for those working in the field of Distance Learning is the discussion board or forum. The discussion board is where educators can deploy targeted and strategic interactive activities for students. Interaction can be set-up for educator-to-learner or student-to-student interaction, or both.
To make the best use of a discussion board, questions needed to be crafted in such a way that students are directed to respond in a targeted and constructive manner.
Avoid Broad Questions
In Distance Learning discussion boards, you should never ask broad questions. An example of this type broad question in a hypothetical history course would be something like: “Tell me what happened at the Battle of Gettysburg?”
Books have been written about this subject and students can certainly write volumes too, but they may not be getting to what they really need to learn.
Be Specific
You should use a funneling technique with your questions on a discussion board to guide your students to answer on a specific portion of the content of your Distance Learning course. Be specific with your question. Following the topic used in the earlier example, an example of more targeted question could be: “Please describe the circumstances led to Colonel Joshua Chamberlin to try a unique maneuver on Little Round Top at the Battle of Gettysburg.”
Set Word Ranges
Depending on the specific Distance Learning course and the assignments included in the course, setting target word ranges for students to respond is a good strategy. It would also depend on the number of discussion board assignments. If the course has a great deal of discussion board questions, you may want to have lower limits to your word range. If you have few opportunities for discussion, the limits could probably be increased.
An example of a question with a word range could be: “In 100 to 150 words, please describe the role intelligence gathering played in battle strategy of the generals at the Battle of Gettysburg.”
Another benefit to setting word ranges is that it reduces the “ditto effect” or the case where students just agree with earlier postings with a simple, “I agree with so-and-so.” Placing a limit will cause students to delve deeper into your content and flex their critical thinking skills.
A side benefit of having an upper word limit is that while you may find reviewing and critiquing student’s responses very rewarding, your time isn’t limitless. An upper word limit will make students focus on the most compelling points they want to make and allow you to manage your time to fulfill all the objectives of your course.
Provide Guiding Criteria
Instructors should review the learning objectives of the course and when developing discussion questions should provide guiding criteria to focus student learning. If you want students to gain understanding in a certain area of your content, use directed questions to point them in that direction. In following with the Civil War examples above, here’s an example of how to use guiding criteria in your Distance Learning course: In 100 to 150 words, describe Pickett’s charge factoring in the troop strength of both sides of the combat, the topography of the field at Gettysburg and disadvantages of the rebel forces.
As you can see, if you wanted students to consider specific areas of your content, using guiding criteria in your questions will help direct them to focus on specific areas of the content. Providing guiding criteria in your questions also helps keep students from straying far a field from your intentions.
Following the above three tactics as you develop questions for your discussion board in your Distance Learning course will both focus the learning and help students develop deeper critical learning skills.
Susan Bond is a part of IQ-ity.com - provider of a top-rated Learning Management System for schools seeking to teach courses online. IQity’s LMS includes an online study guide for the Ohio Graduation Test (OGT). Ohio teachers can add a product review of OGT practice tools and help other teachers.
