Using Threaded Discussion to Build an Online Community
Presented by Celeste M. Scholz, University of Oregon, at TESOL 2014, E-Village, Portland, OR.
Learner Guidelines & Assessment
Do YOUR LEARNERS
 Know the requirements?
 Understand the grading
rubric?
 Change the subject line?
 Answer by “applying” the
reading?
 Post self-introductions in
Week 1?
Two deadlines: **Up to 5 points - Post at least once by 12:00 midnight on
Thursday (PST). **Up to 5 points - Post at least one more time between Friday
and 12:00 midnight on Monday (PST).
5 Points - A reply that is linked to what one or more people have said, offers
some additional information (gives a complete response to the prompt), and/or
takes the discussion one step further. …
1 Point - A very brief reply, with a partial response to the prompt. Too short,
unclear, imprecise, off-topic or not connected with others' responses.
0 Points - No posting or a late posting.
IMPORTANT netiquette: Put your answer to each question in a separate post,
if you decide to answer more than one. Write a new Subject line to your post
by typing in the bold blue heading for your question. When you are responding
to a classmate's post, put their name in the subject line too.
Example: Common Myth - no! Folse presents 8 "myths" about L2
vocabulary teaching and learning. Describe a myth that actually holds true in
your experience with L2 vocabulary instruction and explain using an example
from your language teaching.
Briefly introduce yourself to the class. Include professional and
personal biographical information, such as your education background,
where you teach, age group, areas of professional interests, hobbies.
Instructor Moderating Techniques
Do YOU
 Post on a regular basis?
Post at least once daily for five times a week (or more). Best to post at the
same time each day if possible.
 Quote students to more
discussion forward?
“Bob points out X …” “Mary highlights Y … “ Have you had this
experience? OR use a ‘landscape’ post that includes multiple perspectives.
Avoid tone of personal letters such as, “Thanks, Bob, for your comments.”
 Deal with lapses in
“netiquette” quickly?
Model the academic language you want your learner so use. Take points off
from the start for misspellings, multiple grammar errors, and texting
language. Take additional points for repeated offenses.
Guest moderators add posts to one forum (or one thread) for an entire week.
They post a self-introduction to start, and add a unique voice for the week.
 Engage guest moderators?
 Add a 1-3 sentence comment
with grade for the week
Add personal comments to the weekly Discussion grade, graded the week
after the Discussion closes. Choose one or two ideas and comment in depth
rather than write a very general comment like Nice work, Sally!
Resources:
Generating and facilitating engaging and effective online discussions. (University of Oregon) Retrieved from
http://pages.uoregon.edu/tep/technology/blackboard/docs/discussionboard.pdf
Improving the use of discussion boards. (Worcester Polytechnic Institute) Retrieved from
http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boards.html
Moderating effective online discussions - 39 tips. (Arizona State University) Retrieved from
http://www.pc.maricopa.edu/ctlt/training/Blackboard_7.3/PDFS/39_Tips_Moderating_Online_Discussions.pdf