Creating meaningful online discussions is not just about posing questions and getting answers. The most compelling discussion prompts stimulate deep thought, analysis, and even creativity. They provoke diverse, thoughtful responses and foster a collaborative environment where ideas flow freely. While it requires deliberate effort and thoughtful planning to craft effective prompts, the payoff in terms of enhanced learning experiences is well worth it! The following 3 approaches can kick-start your planning.

Get Student Buy-in

First, it’s important to get students to buy into the value of online discussions. It starts by clearly explaining the purpose and benefits of these activities. It’s essential to demonstrate to students how participation in online discussions directly supports their learning objectives for the course. Instructors should tell students how what they are doing online helps them achieve their learning goals of the course.  Discussion prompts can be explicitly aligned with specific learning outcomes or competencies outlined in the course syllabus. By framing discussions around these outcomes, instructors guide students towards targeted learning goals and emphasize the relevance of each discussion thread to their overall academic development. 

Instructor feedback is another important aspect of getting student buy-in. Students need to know their instructor is invested in and values the online discussions, even if they don’t directly interact in the forum. An effective and efficient approach is to make notes about key conversations and bring those up during class. Continue the conversation in class, asking follow-up questions, and connecting the ideas to course content. Noteworthy discussions can be highlighted. When instructors pose follow-up questions, and link these exchanges to course materials, instructors demonstrate the practical application of online discussions to the broader learning experience. This approach not only reinforces the value of student contributions but also encourages deeper engagement with course content beyond the online platform. This shows students the instructor values the activity. 

Restructure Discussion Format

Next, explore ways to restructure the discussion format. A common practice is to ask students to make three posts to the discussion thread: an original post in response to the prompt, and a response post to at least 2 other students. Research has shown this approach can lead to student participation within discussion board activities that “is best described as perfunctory, where students were merely going through the motions.” (McKenna, p.5) 

Consider instead asking a set number of students to make original posts to start the discussion off, and then have the rest of the class expand on or further analyze the topic in response to their classmates’ posts. This can create a deeper, richer discussion because students can build on each other’s ideas, encouraging more substantial engagement between students and the material, as well as improving community among students. 

Here is an example of how such a discussion might work: Students in an economics class are learning about small businesses startups. Students are asked to suggest and describe a product to sell on the Internet, but only the first 4 suggestions will be explored and developed.  Everyone else is asked to expand on the first 4 posts. Other students select one of the four business proposals and continue to build out the scope of the business, the market, startup needs, demand for the product, challenges, etc. This allows students to dive deep into the economics of each business proposal and build a better understanding of their classmates’ ideas. It also helps them to learn collaborative techniques that will serve them well in further studies on this topic.

Another approach is to write prompts that involve real-world scenarios. Real-world scenarios provide a context that helps students understand the practical implications of theoretical knowledge. This makes it easier for them to grasp complex concepts and see their relevance. They rely on their own brain for context. Here’s an example: Philosophy students analyze a real-life case study of a company facing an ethical dilemma and then apply ethical theories and frameworks to a tangible situation. Real-world scenarios often involve making decisions based on incomplete or complex information, which mirrors real-life challenges. This helps students practice making informed decisions.

Promote Critical Thinking and Empathy

A third approach to enhancing student learning is to design prompts that elicit multiple perspectives and improve critical thinking by requiring students to step outside their own viewpoints and consider alternative views. This process not only enhances cognitive abilities but also leads to a more thorough and nuanced understanding of issues. For example, political science students might discuss the effects of immigration policies from the perspectives of immigrants, citizens, and government officials, allowing them to see the varied impacts and challenges involved.

Developing empathy is an integral aspect of critical thinking because it involves understanding and considering the emotions, experiences, and perspectives of others. Empathy enhances critical thinking by encouraging individuals to reflect on their own thoughts and feelings and how these might influence their understanding and judgment. For instance, reflecting on personal reactions to a story about refugees can help students recognize their own prejudices and develop a more nuanced perspective on immigration policies. Ultimately, cultivating empathy teaches students how to engage in more informed and compassionate decision-making.

If you would like to learn more about creating meaningful discussions or learn about the discussion tools available for your course, contact us at LSATechnologyServices@umich.edu

References:

Herman, Jennifer H. & Nilson, Linda (Eds.). (2023). Creating Engaging Discussions: Strategies for Avoiding Crickets in Any Size Classroom and Online. New York: Routledge.

Acevedo, Tony. (2023). Creating Meaningful Online Discussions. United Kingdom: Routledge.

McKenna, Kelly ; Altringer, Levi ; Gebhardt, Karen ; Long, Melanie. (2022). Promoting Meaningful Interaction and Community Development Through Discussion Board Activities in the Online Classroom. The journal of educators online. Journal of Educators Online.