Over the past decade, I have strongly advocated for online discussions. I have written and implemented multiple discussion prompts, created many rubrics, and published research on effective practices for consideration when implementing online discussions. Although I receive a high rating from the students I teach, there seems to be one element that remains consistent in students’ feedback: the class discussion element.
Some students believe that online discussions can be too demanding. I have seen instances in which students are required to participate in weekly online discussions throughout a course that required extended essay responses. Many times, these discussion prompts have multiple questions for students to respond to.
In many instances, once students post their responses, they are required to respond to at least three group members. This is also compounded when students have multiple discussion topics for the same course within the same week. I am not discrediting the use of online discussions in courses but suggesting that these interactions should not be the only pathway for students to interact with one another.
Upon reflection, face-to-face discussions are not so rigid; however, they offer a pathway for significant social interactions and collaborative intellectual exchanges. Consequently, I recommend that other interaction strategies be employed to avoid ‘death by online discussion syndrome.’ These different interaction methods must be designed to ensure a connection with the course content, social interaction, critical reflection, and collaborative learning, etc. Whenever possible, technology should be used to enhance interactions. Below are some strategies that can be used to provide alternatives to our traditional online discussion.
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