Kath Holden and Steve Poole
University of the West of England, Bristol
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Pros and cons of different strategies using
the discussion board for
A) staff
B) students
What was the impact of compulsion and
assessment?
successful use of Discussion Boards:
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Requires student participation
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Grades students efforts
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Requires a hand-in assignment
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Involves learning teams
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Relates discussion to course objectives
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Evening classes with some w/e workshops
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Recruitment to ensure continued viability is
difficult
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Less integration -students are part time and
some live at a distance
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Experiments in blended learning, mixing face to
face with distance elements, prioritised at UWE
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Discussion boards seemed an obvious option as
part of this approach.
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Improved communication: sharing insights/resources/
problems between classes despite wide geography.
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open-ended collaborative learning environment – not
bounded in space and time
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Discussion of tutor-controlled learning questions,
problems and issues.
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Allows more reflective/cautious/less-confident students to
make strong contributions to discussions that they may
find more difficult to make in class.
All reflective learners have more time to make considered
contributions, possibly after self-guided research.
 9 students (October 08-Jan 09)
 Monthly attendance for classes; most teaching remote via DB
(unassessed).
 One forum per week. Tutors posted questions for students to
research using the online resources
 Students either in work groups or left to choose which question to
answer
 Students posted allocated work summaries to comment/discuss
one another’s summaries.
 Students contributed well in first 5 weeks then tailed off.
 12 students (October 09- Jan10)
 weekly attendance for classes
 One forum per week; plus reflective forums for each
assignment
 Summative assessment: 10% - students’ contributions to
DB assessed throughout the module. They were told it was
being assessed in a similar way to a seminar presentation.
 Students invited to post a 500word reflective commentary
on their personal contributions to threads throughout
module. This was assessed but not compulsory
 Total postings in first 8 weeks: 138
8 students (Feb- May 2010)
Weekly attendance for classes but fortnightly offered;
one weekend workshop
Tutor posts forum for each class and suggests
possible questions; students create own threads and
are advised to post twice (minimum) in each forum.
Students not assessed for their own contributions, but
for summative 2500 word critical summary of module
issues, drawing upon everybody’s DB postings
Total postings in first 8 weeks: 290
Staff and students surveyed separately to identify:
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what worked best? what didn’t work?
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what difference compulsion and assessment
made?
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How far DBs were a satisfactory alternative to
face2face teaching and learning?
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How far staff intervention was welcomed or
thought necessary?
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Students could exchange ideas without tutor being ‘in room’ and in
their own time
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Tutor accessible to group throughout week
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Created level playing field for both cautious and adventurous
students
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Kept sense of debate alive all week
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Tutor interventions are valued because they are permanent and can
be referred to – unlike spoken remarks in class.
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Particularly good for complex analysis of primary material
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Improved social cohesion
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Some advantage in having just one forum (rather than fragment into
live classroom, blog, chat room, DB...)
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Some students tend to ‘twitter’.
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Threads can be hard to follow as debates because multiple
voices go off in too many different directions.
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Frustration at getting no immediate replies to posts (unlike chat
room). ‘Debate’ becomes too protracted and lacks spontaneity.
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Feeling of inadequacy if have nothing to say, but feel pressurised
to post something anyway because of assessment requirements
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Irritation with some students who post too much and who leave
nothing for people with less time on their hands to say
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No substitute for personal face2face contact.
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Blackboard unattractive and clunky.
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Staff like the idea that DB sets up forum for
student-centred independent learning and
exchange
Staff like the idea that DB keeps class socially in
touch with itself between meetings
Some staff worry that debate issues may be
exhausted before class, making class meeting
second best or reiteration
Staff worry about responsibility to monitor, read
and comment – time consuming
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Works best on focussed modules where everyone
working on related projects
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Works best when series of specific critical
questions are posted by tutor
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Works best when blended with frequent classes;
students don’t readily engage on DB with people
they don’t know.
Works best where staff intervene/guide/monitor,
but without jumping in too early which tends to
close discussion down
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Some students like being rewarded for their work
Students who felt most comfortable about assessment were
those who were confident users of DB anyway. Didn’t worry or
even think much about assessment as a result.
Most students dislike pressure put on them by compulsion
Students worried that if the first person to comment makes
all the best points, they’ll be marked down if they make the
same points (because unoriginal) and marked down if they
don’t (because it will appear they haven’t got any ideas).
Repeating what’s already been said is bad for debate but
seemingly necessary for scoring points!
Students worried that posts become determined by what they
think tutor wants to see, rather than what they actually want
to say.
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Students contributed most at start of module
when tutor questions were closely related to the
first assignment (a historiographical essay).
They contributed least in later thematic weeks in
which the content was did not always relate
directly their individual project work
With exception of two older male students,
students only contributed if they wanted to – less
commitment to the DB as a forum for discussion
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Too many variables between modules to draw any
clear conclusions
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Assessment of the DB meant higher participation
rates
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Student views lead us to question how useful
assessment is
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Students are not totally in support of Margie’s view
that participation should be required and graded
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We are interested in your views on this