Apr 10, 2022 · From creating a course website and taking payments, to uploading videos and interacting with students, the best online course platforms can help you meet your goals. In this guide, we ranked and reviewed the 17+ best online course platforms, along with our top 5 choices, so that you can pick the best one for you.
Jun 25, 2021 · Padlet is a virtual space where students can post their questions, thoughts, and ideas for discussion. Just think of Padlet like a large sheet of paper and the students will fill in this virtual paper with images, connections, words, …
Sep 25, 2017 · This is an online space to which students can post ideas, thoughts, questions for discussion. It is the digital equivalent of my “graffiti wall” activity. I used to (and still sometimes do) get a large sheet of paper, cover the entire board with it, and have students fill the paper with words, images, quotes, questions, and connections.
Apr 06, 2014 · opportunities to work with and get to know other students. Discussion questions and instructions are located by week in the Course Materials section of the course site. See the Calendar for due dates and times. Example 3 Discussion Board: Discussion Board is where we will assess your participation as if you were in a regular in-person class.
The discussion board is the one space built into the course management system where students can see and interact with each other's work. Make the most of that possibility by creating a discussion topic where each student starts a thread that showcases their work during the semester.
Google Classroom – The Google Classroom question feature allows teachers to have their own version of an online discussion board. Simply ask a question and students can begin having a discussion online.Sep 16, 2019
Setting Up Online Discussions in Google Classroom Make sure that “students can reply to each other” and “students can edit answer” are both selected, so students can engage in dialogue after they have shared their initial response and fix any errors once their responses are posted.Mar 28, 2022
Starting a discussionRefer to questions you distributed. ... Make a list of key points. ... Use a partner activity. ... Use a brainstorming activity. ... Pose an opening question and give students a few minutes to record an answer. ... Divide students into small groups to discuss a specific question or issue.More items...
How to Create a Forum WebsitePick a location to host your forum.Choose a software to create your forum website.Organize your forum's structure.Design your forum's theme.Create user rules for your forum website.Start conversations with interesting discussion topics.Publish your forum on your website.More items...•Aug 4, 2021
The most common approach for organizing discussions is to type your discussion topic in the forum title and add details in the forum description.Type a subject or a discussion question in the forum title and provide instructions or details in the description.Allow students to create threads.More items...
Forum is an activity where students and teachers can participate in written discussions and exchange ideas, comments, questions and answers. Forum can accommodate various conversations.
Find the discussion board in two places: On the course menu, select Discussions. On the course menu, select Tools and then Discussion Board....Open the Discussion BoardSelect a forum title to view the messages. ... Select a forum to open the thread of posts.More items...
Just make sure you're ready for a serious conversation.What are the top three things on your bucket list?How do you think you will die?What has been the lowest point of your life?If you could ask for a miracle, what would it be?Where do you see yourself in five years?What is the biggest risk you've ever taken?More items...•Feb 25, 2021
Nine simple ways to increase student engagement in online discussion forums:Attach Photos, Images, Videos, Tweets, Links, etc,: ... Read All the Posts: ... Respond to Students with a Question, Affirmation, or Feedback: ... Ask Questions and Challenge Your Students to Think: ... If a Discussion Is Lagging, Try Re-Framing the Question:More items...•Feb 22, 2022
Make notes for discussion.Make notes on points about which you agree or disagree. This gives ideas to talk about if you are asked for your reaction to the topic.Noting good and poor examples will also help you react to the topic.Note ideas, points, concepts you do not understand.
In fact, many students even prefer online discussion to in-person discussion, most likely due to the chance to communicate more freely.
In turn, students can communicate in real time with each other, their instructor and presenter by chatting. Here are WebEx’s capabilities: Connect with the user’s chosen device or call in via their tool-installed phone. Record discussion audio and video (for later use, the download option is available)
WebEx. WebEx is a free tool for video, multi-featured phones, and web conferencing. It’s suitable for students, faculties, and staffs due to its integrated chat function. Much similar to Google Hangouts, Adobe Connect, or Skype, users of WebEx can host and join in audio and video meetings, presentations, and conferences.
Backchannel Chat is a payment-required tool for grades 7–12. The tool works well as an online discussion board. Its restrained online discussions are supposed to engage learners and urge them to share.
And Padlet is Gravity Wall activity’s digital equivalent. Padlet is a virtual space where students can post their questions, thoughts, and ideas for discussion.
Getting students to join in class discussions is difficult enough. It can be even more trying to encourage discussion online – outside of the actual classroom. That’s why e-learning usually lacks interaction, engagement and motivation. But this can be changed with some modifications and with the help of useful tools for online discussion board.
In addition to discussions, the platform is great for grading and online assignments. Chalkup should be an ideal choice for any teacher who happens to be searching for an LMS for their class.
It is easy to create and share a quick poll with your students to frame a discussion or as a ticket in (or out) the door. This is where I began dabbling in technology-aided discussion.
This online discussion tool allows a teacher to post a topic for discussion (could be student-generated) to a discussion “grid” which is simply an online space for collaborative thought. Students then respond to the topic by recording their thoughts in short video clips.
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Start by establishing your learning objectives for the online discussion and identifying how they relate to the course goals. Communicate these objectives and their relation to the course to the students to motivate them to participate and monitor their own progress. Remember to consider how you will determine if the discussion is successful and students are learning.
These questions have been adapted from "Engaging Students in Discussion Online" (from the Teaching and Learning Bulletin 6.2
Introduce the discussion with a prompt that lets the students understand your expectations, their role in the discussion and the basis for the discussion (e.g., readings, in-class discussion, lecture material, personal opinion, new resources).
Examples include tangential, non-sequitur, long, complex, and/or confusing comments. Instructors also may find it difficult to know how best to respond to incorrect answers or the use of offensive or inappropriate language by a student. In many of these instances, it may be difficult to redirect or refocus the comment without interrupting the student. To capture the student’s attention and reduce the likelihood of causing offense or embarrassment, it is helpful to begin the response by making eye contact, saying the student’s name, and offering a neutral-to-complimentary observation such as “that’s an interesting perspective,” “you’re raising some important issues,” or “I hear you saying that [. . . ].”
Transitions are often preceded by two types of questions: (i) comprehension-checking questions that invite questions or final thoughts, and (ii) framing questions that link the current pasture to the new one.
Follow-ups to student comments include probing for more depth, opening up the discussion to more participants, or asking for generalization/reflection/synthesis. Instructors should consider that while follow-ups are necessary to guide the discussion and challenge students, excessive interventions can lead to instructor-focused, hub-and-spoke exchanges.
Incorrect answers might stem from a lack of preparation, legitimate confusion, or other causes, such as ambiguous questions or lack of clear direction. For factually incorrect comments containing minor inaccuracies not central to the discussion, it is often appropriate for the instructor to respond with a gentle correction. Faulty or incomplete analysis can serve as a learning opportunity for the student and the class. Ideally, the instructor will (i) not abandon the student, (ii) not confuse other students by letting incorrect answers pass unchallenged, and (iii) address the reason for the misperception, not just the misperception itself. When possible, the instructor should guide the student or his/her classmates to correct the error.
Although the instructor may call on another student without responding at all to the previous comment, it is often helpful to provide some guidance for the subsequent contributor. It is particularly useful to indicate whether the next student should respond directly to the previous comment or not.
Action question: Ask students to solve a given problem. The particular problem may be one that students can solve in more than one way.
One of the best ways to gauge the effectiveness of your discussion question is to see how your students interact with the question. If you’re teaching several sections of a course in the same term, then by the end of the term, you should have a good sample from which to assess your question’s effectiveness.
In doing so, Professor Marsh reduces the need for students to guess what they must do to fulfill the assignment requirements. After tweaking her discussion question, Professor Marsh improved her discussion forum to give students better direction and encourage higher quality dialogue.
Creating engaging discussion forum questions is not as difficult as it may seem. As the instructor of your course, you are the subject matter expert because of your educational background and work experience. Furthermore, you are surrounded by colleagues who also have years of study and experience under their belts.
Professor Marsh has chosen a topic ripe for discussion, but the way she presented it won’t encourage student engagement and interest. Professor Marsh can strengthen her discussion forum by providing some observations she’s made about math anxiety while working as a high school teacher.
Citing sources from inside and outside of materials covered in class can cut back on plagiarism and make a student's argument seem more legitimate, experts say.
There's no hand raising in an online classroom – and no vigorous head nodding when a classmate makes a great point. In a virtual class, there's no chance to approach an instructor after a lecture to ask about the day's discussion.