Using Focused Web-Based Discussions to Enhance Student Engagement and Deep Understanding

Abstract

To increase student engagement and enhance critical thinking and deep understanding, I supplemented weekly seminar meetings with focused Web-based discussions of issues in a “Race and Education” senior sociology seminar. These Web-based discussions were structured by specific questions and discussion roles. Before seminar, Staters posted on the course Web site the most important thing they learned from a reading, describing what was most difficult, and raising new sociological questions. After seminar, Responders replied to the questions and difficulties posted and posed further sociological questions. Two days later, Integrators synthesized and integrated what they had learned that week from others' postings, readings, and seminar discussion, and raised further questions. Analysis of student postings suggests that students' engagement with the ideas of others increased during the semester and their thinking became more complex. This paper discusses the processes that contributed to students' learning and suggested pedagogical changes. It also raises questions for further research.

Towards more precise design guidance: specifying and testing the functions of assigned student roles in online discussions

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“…In their review of best practices of online discussions, Boettcher and Conrad (2010, p. 37) suggest that successful student posts should invite responses, questions, discussions, and reflection. Persell (2004) finds that online discussions produce greater participation, engagement, and interaction compared to the traditional course design. Students spend more time analyzing and reflecting on the questions being posed before providing written feedback and are more likely to feel as though they are part of a classroom dialogue (Clark-Ibáñez & Scott, 2008).…”