Topics Map > Teaching Strategies > Discussions
Affordances of Online Discussions
Use Online forums differently than face-to-face discussions. They offer different affordances and constraints,
Comparing Elements of Discussion/Forum Mediums
Element | Face-to-face | Synchronous text | Synchronous video | Asynchronous |
---|---|---|---|---|
Structure | It is often verbally introduced, sometimes with a guiding worksheet. | It can be written or verbal instructions, often with little time to reflect on and prepare for the forum. | Written or verbal instructions, often with little time to reflect on and prepare for the forum. | Generally written or recorded video instructions. |
Size | It can be whole-class or small groups, depending on physical space. | It can be whole-class or small groups. | It can be whole-class or small groups depending on software and bandwidth capabilities. | It can be whole-class or small groups. |
Immediacy | It can occur immediately after introducing a topic. | It can occur immediately after introducing a topic or be more flexible — scheduled by groups. | It can occur immediately after introducing a topic or be more flexible — scheduled by groups. | Anchored (or “focused”) forums are short-lived and task-oriented (e.g., weekly forums for questions related to activities). Threaded forums are persistent, process-oriented, long-standing spaces that let students refine complex ideas throughout a course. |
Nonverbals | Great nonverbal communication& possible between participants: facial expressions, posture, gestures, eye contact, touch, proximity, and voice. | Very few nonverbal options beyond emojis, emoticons, and interjections | It can allow good facial expression and voice nonverbals, but the camera position primarily mediates posture, gestures, eye contact, touch, and proximity. | It can be similar to Synchronous Video if structured to include audio and video media. If text-based, similar to Synchronous Text. |
Additional materials | Due to access and time constraints, it is difficult for participants to bring additional materials. | Because they have access to the internet, participants can find additional materials but will miss parts of the discussion while searching for them (humans are bad at multitasking) | Because they have access to the internet, participants can find additional materials but will miss parts of the discussion while searching for them (humans are bad at multitasking). | Participants have time for research/curation of additional materials between posting their contributions to the forum. |
Monitor/assess | Difficult to monitor multiple groups. Often, there is no record of contributions. | Monitoring multiple groups in real time is hard, but records are simple to scan afterward. | Difficult to monitor multiple groups. Recordings can provide a record of contributions but are time-consuming to review. | Simplest to monitor. |
Depth of thinking | Often minimal due to lack of prep time, and time to reflect on contributions of others before needing to respond. | Often, it is minimal due to a lack of prep time and time to reflect on the contributions of others before needing to respond. | Often, it is minimal due to a lack of prep time and time to reflect on the contributions of others before needing to respond. | Participants can develop their thoughts more deeply because they have preparation and reflection time when not actively participating. |
Convenience | It is generally difficult to schedule due to the need for physical proximity. | It is generally difficult to schedule due to the need for synchronous availability. (Easier with smaller groups) | It is generally difficult to schedule due to the need for synchronous availability. (Easier with smaller groups) | It is convenient, as participation is based on one’s schedule. |
Equity | Least equitable: Privileges able-bodied extroverts with resources to allow open schedules and time for travel. Biased against those who cannot be physically present, introverts, and other challenges. | Privileges fast typists and those with open schedules and no distractions. | It privileges extroverts with good technology, high bandwidth, and open schedules. | Most equitable: It lets people participate in times and places that best suit their situation. |
|
Evolve Your Discussion Strategies
Humanize Your forums
Citations
- Baker, David L. "Designing and orchestrating online discussions." MERLOT Journal of online Learning and Teaching 7, no. 3 (2011): 401-411.
- Hamilton, E.R., Rosenberg, J.M. & Akcaoglu, M. The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends 60, 433–441 (2016). https://doi.org/10.1007/s11528-016-0091-y
- McFerrin, Karen, and Paula Christensen. "Developing a positive asynchronous online discussion forum." In Society for Information Technology & Teacher Education International Conference, pp. 769-774. Association for the Advancement of Computing in Education (AACE), 2013.
- Murray, Denise E. "Technologies for second language literacy." Annual review of applied linguistics 25 (2005): 188-201.