Facilitating Asynchronous Discussion

The article Facilitating Asynchronous Discussion by A. Bedard-Voorthees (Encyclopedia of Distance Learning, vol 2, 2005, pp. 912-917.) presents techniques of how online instructors can facilitate meaningful asynchronous discussions. Asynchronous refers to “one-one-one and one-to-many text based interaction independent of time.” (p.912)

Competencies for asynchronous interaction (for instructors)

- scaffolding (building on prior knowledge, sequencing)
- technical support
- “online communication skills” – the ability to write clear, positive contributions in a “personable” way
- “content expertise”
- “personal characteristics”

How to create a positive atmosphere in asynchronous interaction (for instructors)

- self disclosure (local details and humor)
- expressing interest and encouragement
- inclusiveness behaviours (responding to learners by name, using “we” instead of
“I” and salutations – “Hi all”)
- control over the choice of words with negative connotations

Why learners may write impertinent posts

- lack of clarity about learning expectations
- anxiety about the new text environment
- a sense of displacement from community (due to online environment)

Side note: “students sometimes make remarks online they would never in a face-to-face classroom”

Instructional competencies (for instructors)

- ability to generate goals for discussion
- create participant expectations
- formulate stimulating questions
- re-direct strayed discussions

Content items that matter (for learners)

- addressing the topic
- reference to readings
- real-life examples
- a response to another student
- expressing own viewpoint

Side note: It’s recommended that the instructors provide “models for students as a way of suggesting appropriate levels of response”

Good questioning techniques (for instructors & learners)

- spark discussion
- re-engage participants
- prompt students to process the learning content
- respond to an expand upon the response of others

Kinds of questions

- open-ended or naïve (e.g. What would happen if _______?)
- asking for clarification of statement
- questions that identify assumptions
- asking for example of evidence
- asking learners to consider alternatives
- asking about viewpoints