In an online learning world that is looking for ways to replicate the social aspect of classrooms, discussion boards have a lot of potential. They provide a forum for the classroom debates and “after class” conversations that take place in person in school. They offer a place where students who may never meet in person can interact socially. For a generation of learners who are very active on social media, discussion boards are the classroom alternative—or so instructors and creators of learning platforms believe.
In practice, discussion boards rarely spark the kinds of spontaneous learner interactions or debates that in-person conversations do. Many instructors find that learner participation levels are low, that learners only respond to the discussions that count toward grades, and that both they and learners find it difficult to navigate conversations and keep track of where to post.
This is a pity because discussion boards do have something to offer to online courses. A good discussion allows learners to learn from each other, gives the instructor insights into what learners understand and engage with and what they don’t, and gives learners a chance to thoughtfully formulate responses to questions.
Enabling learners to engage with others on discussion boards is not impossible, but it requires instructors having realistic expectations for discussion board posts, planning (before the course is live), and participating (during the course). Here are some common issues and what can be done to overcome them.
Learner Challenge #1: No one reads or responds to my posts, so why bother?
Solutions:
- Have fewer discussions.
- Make those discussions very specific and time-bound.
- Respond to posts with questions to deepen the discussion.
- Provide a discussion summary for each discussion.
Feeling “unheard” is common, especially as class sizes become larger. Learners write thoughtful, in-depth posts but get no responses from peers or the teacher. It feels that each post is made in a vacuum, which can be discouraging and result in no motivation to post, even if it has an effect on grades.
The instructor or a teaching assistant should ideally read and respond to all student posts. The few studies in this area indicate that learner participation in online forums and discussion boards is directly related to instructor participation. Higher levels of instructor participation are the best way to ensure that learners participate. However, too much instructor participation will effectively ensure that learners interact only with the instructor, not with each other. It is a delicate balance.
In addition, responding to every post is a lot of work for an instructor, especially if there are a lot of discussions. A manageable approach would be to have fewer discussions and make those discussions very specific and time-bound. Don’t post a discussion question every week. Instead, consider fewer questions that allow for more in-depth discussion. Summarize each discussion and mention relevant learner responses. Even if it seems unnecessary, thank learners for their responses.
In a blended learning approach, where some components are online and some in person, you can ask a question that learners have to respond to before the next class. Read and discuss those responses during the class. Continue the discussion during a video class or an in-person lecture. Make it a point to mention particular responses that stood out so that learners know their responses are seen. (A tip: Make the deadline for responses at least a day before the class discussion, so that you have time to read the responses.)
For a course that’s completely online, the instructor approach will vary based on the number of participants. If there are just a few learners, the instructor can post a response at the end of every discussion or even respond to individual learners. For asynchronous courses or courses with many learners, a few learners can be designated to respond to posts and summarize the discussion. The learners assigned to respond can be different for each discussion.
If possible, there can be a dedicated discussion time where all learners are online at the same time and participating in a discussion, to allow for quicker and more relevant responses.
Learner Challenge #2: I don’t really know what to say. It takes so much time to decide what to post, and I’m always worried I’ll look stupid.
Solutions:
- Provide structure for responses.
- Offer model answers and rubrics.
- Keep expected responses short.
The more structure the instructor can provide for responses, the better. For early discussions, you could provide a model response or a format for a response. You might be surprised at the kinds of posts learners find stressful. Even something as simple as introducing themselves can be difficult for some. Model the response by introducing yourself first. If learners will be graded on responses, provide a rubric with the grading criteria you will use.
Some instructors might be concerned that this will limit learners’ creativity. However, consider adding more creative discussion formats later in the course, when learners are more used to posting and receiving responses.
It might be beneficial to keep expected responses on discussion boards fairly short. If the rubrics include criteria for grammar and writing skills, it’s best to make those questions part of an assignment rather than a discussion.
Learner Challenge #3: Everyone’s saying the same thing. What’s the point of posting?
Solutions:
- Keep questions open-ended and craft them carefully.
- Consider alternatives to discussion questions.
- Offer alternative methods for learners to post responses.
It’s well known that closed-ended questions do not provoke discussions. Fact-based or close-ended questions are best kept for assignments or blog posts. The best kinds of questions to provoke a discussion are open-ended questions that require learners to provide their own perspectives and insights. But even open-ended questions must be specific and crafted carefully.
Consider the following questions:
1. What do you think about Macmillan’s theory?
2. Do you agree with Macmillan’s theory? Provide reasons for your answer.
3. What facts would you use to argue against Macmillan’s theory?
All three questions are open-ended, but the kinds of responses they garner will vary greatly. The first will get variety of unfocused responses, the second might get responses rehashed from the course material itself, while the third is likely to get learners to think for themselves.
Not all discussion topics need to be questions requiring individual learner responses. Consider asking for these alternatives: questions learners would like answered in the course; links to content learners found useful or articles related to course topics; jokes or memes related to the course; suggestions to solve a problem or develop a solution to a case study.
If the technology allows, encourage alternatives to text posts, such as videos, images, links, and slide decks. Some learners might be more enthusiastic about posting in a different format.
Learner Challenge #4: Do I have to reply to posts I don’t care about?
Solutions:
- Ask learners what they prefer.
- Consider doing away with the requirement entirely.
If you ask learners what they hate most about discussion boards, posting a mandatory number of responses often tops the list. Instructors want to replicate a natural conversation, and as a result often require that learners respond to a certain number of their classmates’ posts. But responses usually look something like, “That’s a great point about ABC, Ben! I really liked the part where you said [copies something from original post]. Great post!” Healthy debate this is not. Discussion boards, unfortunately, are not social media and rarely inspire the kind of natural interactions that social media does.
If you find that most class discussions get sucked into this black hole of non-responses, consider doing away with the requirement entirely. Ask the learners themselves what format they prefer. They may suggest a format that everyone accepts.
There’s no one-size-fits-all approach to successful online discussion boards. Different subjects, class sizes, technical limitations, and whether your course is synchronous or asynchronous will influence what works best for you. It’s important to be flexible and tailor your approach to learner responses and preferences to get the most out of discussion boards.
