Designing and Using Online Discussions to Promote Social Justice and Equity

OLJ September 2023 27(3)

“…Allowing power within the online course to be more evenly distributed across members is an empowering opportunity for traditionally marginalized learners (Cole, 2009). As we extend this work, we have observed that when students create their norms, set their own best times and modalities to meet, and have opportunities to lead on their own, while also having a voice in the design of discussion activities, the learning is more meaningful, engaging, and, therefore, accessible (Gilpin et al, 2022). Staci needed to ease into "hands-off teaching," so initially, she co-created discussion norms in collaboration with students.…”

“…Shifting the facilitation back into the hands of students and letting them steer the conversation is a more inclusive pedagogy (Chick & Hassel, 2009;Correia et al, 2019), focused on opportunities for them to bring in their own experiences and connections related to the course content as they support one another's learning (Buelow et al, 2018;Page et al, 2020). Within each small group, instructors should consider identifying discussion leaders on a rotational basis so that all students are engaged in a leadership role at some point and facilitate a discussion (Gilpin et al, 2022). Instructors then have the opportunity to mentor and coach students one-to-one when they are leaders, which can be empowering and transformative (Woodley et al, 2017).…”

“…Instructors then have the opportunity to mentor and coach students one-to-one when they are leaders, which can be empowering and transformative (Woodley et al, 2017). Also, instructors should consider providing students with the space to design the discussion prompts/activities (Gilpin et al, 2022). Students report enjoying discussions and feeling more connected to the conversation in which content-specific questions come directly from their peers-giving them choice and agency in the direction they go with course topics (Woodley et al, 2017).…”

“…Instead, as a way to encourage student authority and bring space for students' voices early on in an online course. Even with "hands-off teaching," it is still imperative that instructors read, view, and listen consistently to all student dialogue posted on discussion boards or shared in synchronous meeting notes (Gilpin et al, 2022). And when necessary, instructors should clarify, ask questions, and support students in engaging with content, ensure all are following their discussion norms, and feel the discussions are safe spaces for all (Gilpin et al, 2022).…”

“…Even with "hands-off teaching," it is still imperative that instructors read, view, and listen consistently to all student dialogue posted on discussion boards or shared in synchronous meeting notes (Gilpin et al, 2022). And when necessary, instructors should clarify, ask questions, and support students in engaging with content, ensure all are following their discussion norms, and feel the discussions are safe spaces for all (Gilpin et al, 2022). By doing so, all students are welcome and learn through the very design of the online space, which is a hallmark of a feminist classroom.…”