Promoting Meaningful Discussion Posts
& Critical Thinking in Online Discussion
Threads:
Lessons learned teaching Economics in
online courses
G RACE O NODIPE P H D
&
F EMI AYADI P H D
Gulf Coast Economics Association Conference, New Orleans, October 28 and 29, 2011
1
O NLINE ENROLLMENT IS GROWING !
2
35%
Online Enrollment as a % of Total Enrollment
30%
29%
25%
20%
19%
15%
10%
12%
5%
0%
2003
2004
2005
2006
2007
2008
2009
Sloan Foundation, 2010
INTRODUCTION
3

Online courses have become very popular

Online discussions are a core component
of asynchronous online learning

Yet, much of online discussions are
unstructured and ineffective
B ENEFITS
4
OF
A SYNCHRONOUS
DISCUSSION
THREADS

Enables groups separated in time and space to engage in
active production of shared knowledge

Equal Opportunity to participate

Students maintain a community of learners when and
where they choose

Students have more time to think about topic, and read
what others have contributed

Ability to support their argument with scholarly work

Opportunity to develop critical thinking skills (Olt, 2009)
A SYNCHRONOUS ONLINE
5
DISCUSSION THREAD

Can work very well in Online Principles of
Economics Courses

An avenue for students to apply course content to
real life events

Work/Life experience

Current news events

Personal decision-making

Demonstrate understanding of newly learned
Economics Vocabulary
L ITERATURE R EVIEW
6

Students discuss at their convenience, encourages
reflective learning (Gilbert, 2005)

Students participate at their own pace (Tiene, 2000)

Equal opportunity to participate (Vonderwall et al, 2007)

Online discussion can go beyond simple exchange of
information to higher level of cognitive thinking (Garrison
and Cleveland-Innes, 2005)

Students need to be aware of characteristics of
acceptable responses to cultivate critical thinking (Bai,
2009)
L ITERATURE R EVIEW
7

Facilitated discourse is critical to creating a community of
inquiry (Anderson, 2004; Easston, 2003; Bullen, 1998).

Questions and thought coexist. Good questions must be
sound in learning theory (Hunkins, 1989)

Knowledge of evaluation criteria increases quality of
students participation in online discussions (Gilbert and
Dabbagh, 2005; Schenker, Arnold and Kuo, 2007)

Unlike wine, critical thinking does not improve as we age,
nor does it increase as we accumulate more information
(Glaser, 1941); therefore, our job is to increase students’
critical thinking with deliberate instruction.
8

R ESEARCH Q UESTIONS
What factors promote meaningful discussion and
support critical thinking in online discussion threads?
1.
Does using more specific and meaningful discussion questions
influence critical thinking in online discussion?
2.
Does placing more structure on Facilitator Questions influence
student participation in online discussions?
3.
Does including a “By Wednesday” Requirement increase
participation in online discussions?
H YPOTHESES
9
1.
Increasing the structure of discussion board assignments
increases frequency and quality of student posts
Level of critical thinking in online discussion threads is
greatly improved.
2. Improved Facilitator presence in the form of Comments
and Questions increases substantive student posts
H YPOTHESES
10
3. Having a “By Wednesday” Post requirement
improves student posting pattern.

Skews posting toward earlier in the week

Allows for more interaction throughout the
week
M ETHODS
11

Content analysis and case study analysis
methodology

2 Undergraduate Principles of
Economics online courses (2008, 2011)

Week 2 Discussion Thread

Week 7 Discussion Thread
CREST+ T EMPLATE
12

CREST+ template for creating good discussion
questions

(Akin & Neal, 2007)

Cognitive Nature

Reading Basis

Experiential Element

Style of Question

Type of Question

+
13
W HAT IS A MEANINGFUL POST ?

Defines a key concept from the week’s material

Asks for clarification of a difficult concept

Answers another student’s or instructor’s question

Relates relevant key concepts to work or life issues

Respectfully disagrees with another student’s post

Appropriately summarizes or refers the class to a textbook chapter or
credible and useful Internet Source for further explanation of concepts, or

Generally demonstrates that the student understands the key concept
being addressed by the Core Learning Outcomes.
14
B LOOM ’ S
TAXONOMY
Bloom’s
Definition
Evaluation
Analyze situation and make judgment
Synthesis
Going from component parts to the big picture
Analysis
Break down situation into component parts
Application
Apply knowledge and comprehension to a new situation
Comprehension
Demonstrate understanding of knowledge in own words
Knowledge
Lowest level of learning – regurgitation/memorization stage
15
B LOOM ’ S TAXONOMY
}
}
Higher order thinking
Lower levels of thinking
16
Coding Student Posts,
Gilbert & Dabbagh, 2005
Code Name
Definition
MI
Making Inferences
Going beyond information given. Beyond comprehension, analysis, synthesis,
evaluation-adding or constructing new knowledge
AE
Abstract Example
Use of analogies, metaphors or philosophical interpretations to support one’s
understanding of a concept or principles
RW
Real World Example
Personal experience, professional/academic experiences. Providing examples
that demonstrate the application of knowledge to a real word context
PK
Prior Knowledge
Prior knowledge and outside resources, e.g. learner uses prior knowledge or
outside resources to support a statement or an understanding
CC
Content Clarification
Personal interpretation of content or content knowledge comprehension, e.g.
paraphrasing concept or principles in one’s own words
RC
Reading Citation
Citation of weekly readings, e.g. learner specifically cites article or chapter when
making a point.
NS
Not Substantive
Students post does not include any of the above, and does not relate to the
week's learning objectives
17
C OMPARISON
TO BLOOM ’ S
Bloom’s Taxonomy
Gilbert & Dabbagh
Analysis, Synthesis, Evaluation
MI
AE
Application
RW
PK
Comprehension
CC
Knowledge Level
RC
18
D ESCRIPTIVE
STATISTICS
2008
Week 2
2011
Week 7
Week 2
Week 7
Number of Students
18
20
Male
Female
10
8
10
10
Total Number of Student Responses
91
Average Number of Student Responses 5.22
Average Number of Substantive Student
3.11
Responses
% Substantive 38%
% of Posts in Higher Levels (RW to MI) 18%
Average Time Spent on DB (minutes)
143
78
97
84
4.33
4.85
4.2
2.66
4.55
4.05
62%
94%
96%
8%
60%
60%
138
195
123
T YPE
19
OF
S TUDENT P OSTS
60%
50%
50%
40%
33%
29%
30%
26%
20%
17%
17%
11%
10%
5%
4% 4%
3%
0% 1%
0%
NS
RC
CC
PK
RW
AE
1%
MI
2008
2011
NS = Not Substantive
LO = Lower Order Thinking (RC to PK)
HO = Higher Order Thinking (RW to MI)
20
70%
62%
60%
60%
60%
54%
50%
NS
38%
40%
37%
34%
LO
30%
21%
20%
18%
HO
8%
10%
6%
4%
0%
2008 (2)
2008 (7)
2011 (2)
2011 (7)
B Y W EDNESDAY R EQUIREMENT
21
40%
35%34%
35%
31%30%
30%
25%
20%
24%
By Wed
16%
15%
12%
2008 (2)
2008 (7)
15%
By Wed + Substantive
10%
5%
0%
2011 (2)
2011 (7)
22
NS (Not Substantive)
S AMPLE S TUDENT P OST
Learning Objective for Week 2 :
Demand and Supply
“Speaking of kids, my 11 year old has been hounding me for using too
much water. They are teaching the children in schools about water
conservation. My kids are thinking more about how long their showers
are and about leaving the water running while brushing their teeth.”
23
S AMPLE S TUDENT P OST
RC (Reading Citation)
“The law of demand states that when price drops, demand will rise or when price
rises, the demand falls. About 3 years ago, the price of whole bean coffee was $12.50
per bag. Yesterday while at the grocery store the price dropped to $6.50 per bag. I
bought 2 bags even though I am spending .50 cents more, I am receiving more of the
product. I figured this was a pretty good deal considering the price difference over
the course of 3 years. 3 years ago I would only purchase 1 bag of whole bean coffee
because 2 bags would have been $25.00. The law of demand without even knowing it
was a major factor when I decided to purchase the item.
So I say stock up while you can...here is an article I found regarding coffee:
http://www.inquisitr.com/152643/heavy-rain-affecting-coffee-prices/”
24
S AMPLE S TUDENT P OSTS
CC Code - Content Clarification
“A store that increases the price of its shoes from $50 to $68 is
expected to see a change in quantity demanded not a change in
demand because it is only a change in price that has occurred. This
is essentially what the Law of Demand states. Some of the
determinants that can cause a change in demand are determinants
such as; consumer taste, income, price of related goods, consumer
expectations, and number of buyer.
”
S AMPLE S TUDENT P OST
25
PK Code - Prior Knowledge
“
Two ways to decrease gasoline price are to decrease demand and
increase off-shore drilling. I am for reducing the demand for gasoline. I
am not for off shore drilling because the concerns for wild life are just
too large a trade-off (recent major Gulf spill)…. Not to mention the cost
of potential spills would end up causing billions in cleanup cost that
would generate back to increase in production and there goes the cycle
again...
”
26
S AMPLE S TUDENT P OST
RW Code - Real World Examples
“There are many stores that have very little marketing
strategy outside of discounting the price of their products.
Grocery stores do this all the time. I have seen people with a
shopping cart full of Gatorade because it was 10 for $10. The
mobs of people shopping the day after Thanksgiving and
Christmas are excellent examples of that. ”
27
S AMPLE S TUDENT P OST
AE Code - Abstract Example
“As George Bush said while he was still president, America is addicted
to oil. This statement has price inelasticity written all over it. I think that
statement is true because even when price increases, how many of us
cut back on our consumption of oil?
”
28
S AMPLE S TUDENT P OST
MI Code - Making Inferences
“If I am understanding the text so far, price elasticity and inflation/taxes
are two different subjects. Price elasticity is the measure of change in
quantity demanded for or supplied of a product. There is Price Elasticity
of Demand and Price Elasticity of Supply.
Inflation on the other hand is merely a rise (across the board) of most
prices in the economy - which will affect demand and supply of products
and resources, but inflation is not a measure like price elasticity is.
Inflation and taxes are changes in prices, price elasticity measures how
the market will now respond to those changes in prices
.”
29
Sample Facilitator Questions/Posts
Name
Definition
Examples
Facilitator Initial
Question
(Experiential)
Initial Discussion Questions posted by
the Facilitator to get the discussion
started (Sunday night or Monday)
Think of a career, education, or
personal, or family decision you
made recently. Identify the
opportunity cost involved with your
decision.
Thanksgiving is just around the
corner and with it comes … Black
Friday shopping! How many of you
will go out in the cold and camp out
at Best Buy as early as 1:00am to
get that laptop for $150? Use the
concept of Opportunity Cost to
explain your decision making.
30
S AMPLE FACILITATOR Q UESTION
Name
Definition
Example
Type of
Question:
Follow Up
Questions posted by the Facilitator
Glad you brought up the idea of PRICE
CEILING. Class, do you like to see a price
ceiling set on Gasoline? Why? Why not?
Class: What market structure would
you classify online education
industry? Go through the features
of the different Market Structures
to help you decide.
Class: Please read the following article
on Free Trade. After reading the article,
comment on another student’s post and
show how his/her arguments contrast
the arguments outlined in the paper.
31
S AMPLE FACILITATOR Q UESTION
Name
Definition
Examples
Facilitator
Clarification
Question
(Type)
Clarification/Comment posted John: In your post, you stated that
by the Facilitator
“… “ Are you saying that …. Please
clarify.
Jane/Class: John stated in his post
that he is against Free Trade and
believes that we should all “Buy
American.” What valid arguments
can you provide to counter his
arguments?
32
S AMPLE FACILITATOR Q UESTION
Name
Definition
Examples
Facilitator
Follow Up
Question
Follow Up
Question
posted by the
Facilitator
Excellent responses! I agree with your statements that
“…” But what would happen if “…”?
Jane/John/Jack: You stated in your post that you would
rather clean your home than hire a cleaning service.
Now, what would happen if you got a substantial pay
raise and had to work a few more hours? Would you
clean your own home or hire Merry Maids?”
33
Name
S AMPLE FACILITATOR Q UESTION
Definition
Facilitator Core Thursday or Friday Post
Learning
Objectives Check
Up Post
Examples
So far this week, we have shared some interesting
thoughts on the advantage and disadvantages of free
trade. Now, take a moment to think about what we
have discussed so far about this issue and share your
thoughts with the class. For example, what concerns
you about free trade? What confuses you about
comparative advantage?
Class: This week, our goal is to learn 1, 2, 3. Here are
the learning objectives. Have we touched on all
these topics so far? What’s missing? Do you have any
questions from the readings you would like to
discuss?
34
S AMPLE FACILITATOR Q UESTION
Name
Definition
Examples
Facilitator
Clarification to
Question
Facilitator Comment or
Clarification followed by
Question
Actually, a price ceiling would cause a
shortage in the market ….
Class: What about Price Floors? Are you for a
price floor such as Minimum Wage? What do
you think?
Facilitator Wrap
Up
Wrap Up Post by
Facilitator on Sunday
Class: We have come to the end of Week 2
Class Discussion. This week, we learned ….
Continue to post to the threads if you still
have some lingering thoughts until
midnight….
W HAT ’ S N EXT ?
35

Add more weeks of data

Tests of significance

Add Hypothesis: Improved Facilitator presence in the
form of Comments and Questions increases
substantive student-to-student interaction and
facilitator-to-student interaction.
R ECOMMENDATIONS
36

By Wednesday Requirement

Facilitator Participation – 5 days at least

Have a game plan

Use Course Objectives as a guide to creating discussable questions

Welcome post – Beginning of the week

Spark off question – 1st day of the week

Friday post – Recall Core Learning Objectives

Ask questions that bring out discussions


End-of-Chapter calculation questions on discussion board? Only one
answer
Wrap Up Post
37
T HANK Y OU !
Q&A