7: Discussion Bored or Discussion Board?
- Page ID
- 45450
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)I promise you no one agrees more than college students on a discussion board.
Discussion Bored or Discussion Board?
Discussion boards have long been a staple of online and hybrid learning, but they often fall flat when prompts are too generic or disconnected from students’ interests. To make discussion boards more engaging and meaningful, whether in an online course or as a supplement to in-person learning, consider using them in fresh, creative ways. For example, instead of traditional question-and-answer threads, try using role-play scenarios where students take on perspectives from their future industry roles to solve a problem. This not only makes the discussion more dynamic but also helps students apply course content in context.
Rather than using discussion boards strictly for assessment, consider designing them to mimic the feel of small group discussions - spaces where students can play with ideas, share experiences, and reflect without the pressure of being “graded.” Encourage informal, exploratory conversation where students can bounce thoughts off one another, ask genuine questions, and post imperfect or in-progress thinking. This approach fosters a sense of community and curiosity, helping students feel more connected and engaged. When the focus shifts from evaluation to interaction, discussion boards become places for authentic learning and creativity rather than routine compliance.
Rethinking the Traditional Discussion Board Model
Critique: The common “post and respond to two classmates” model can feel formulaic and discourage authentic dialogue.
Shift: Create student-centered discussion boards that emphasize conversation, critical analysis, debate, and creativity.
Examples of Re-imagined Discussion Board Activities
Discussion Board as Annotation Space
Activity: Students use the discussion board to collaboratively annotate a text, image, or video.
Example: In a film studies course, students discuss camera angles, symbolism, and narrative techniques by annotating stills or clips.
Discussion Board as Presentation Space
Activity: Students post presentations with video, audio, or visual aids.
Setup: Students upload multimedia presentations, and peers provide feedback based on a rubric.
Example: In a marketing course, students present product pitches and receive constructive feedback from their classmates.
Discussion Board as Gallery Space
Activity: Use visual content to enhance discussion and stimulate creativity.
Example: In a literature course, students create memes based on themes from assigned readings and analyze how humor or imagery conveys the text’s messages.
Discussion Board as Work Space
Activity: Use small-group boards for collaborative problem-solving or project work.
Benefits: Boards provide a record of group progress and can facilitate a modified think-pair-share activity.
Example: In a coding class, groups debug provided code snippets and document their process and solutions for peer review.
By integrating external tools, AI-supported learning, and ethical considerations, instructors can create vibrant online learning environments. These approaches encourage active participation, foster deeper connections to the material, and build essential skills like collaboration, critical thinking, and creativity.
- Which of the re-imagined discussion board formats do you think would be most effective in your subject area or course? Why?
- How can rethinking the discussion board from a grading tool to a creative or collaborative space change student engagement and ownership of learning?
- What challenges might arise when implementing these alternative discussion board formats, and how can instructors support students in navigating them successfully?