Online Discussion

Using Rubrics to Promote Meaningful Online Discussions

Rubrics are useful tools in assessing student assignments and performance. They contain a set of criteria and standards of performance. They promote reliable and valid assessment of student work. However, maybe more importantly, they can be used to inform students of expectations and, therefore, improve the quality of student work. We will consider how rubrics can be used promote more meaningful online discussions.

Ray Purdom - University of North Carolina at Greensboro - University Teaching and Learning Center

Dealing with Sensitive Issues in Online Discussion

There are effective practices for setting up discussions that lower the possibility of things getting out of hand. It is not possible to plan for every eventuality, however, so what happens when a discussion goes haywire? What strategies can an instructor use? Explore this issue through the scenario provided and listen to tips from Regina Pulliam, who teaches Human Sexuality online.

Regina Pulliam, Louis Graham, Jane Harris - University of North Carolina at Greensboro
Nancy Fire- North Carolina State University

Structuring & Facilitating Online Debate

Debates are an opportunity for students to explore different sides of an issue, research those issues and formulate opinions based on research rather than emotions. Debates encourage critical thinking and give students a purpose for studying course content and delving deeper into course issues.

Lisa Bloom, Sharon Dole - Western Carolina University

Enhancing Online Interactivity

Online courses offer new methods for students to interact with each other. How can these methods be used most effectively? Through this workshop, you will learn techniques to enhance communication between students within a course. Also, you will discover tips on measuring and increasing interactivity. Finally, you will explore some of the benefits that result from increased interactivity.

Kate Unterborn - Central Michigan University - Faculty Center for Innovative Technology (FaCIT)

Peer-to-Peer Learning Through Linked Courses

Tracy Nichols describes a unique application of peer-to-peer learning across two similar courses, one taught at the undergraduate level and one taught at the graduate level. Benefits to graduate students included providing them with a leadership experience and reinforcing critical skills. Benefits to undergraduate students included receiving additional writing practice and feedback and being exposed to graduate education and graduate students. Since both courses covered introductory material to the field of public health education, both groups of students were given a chance to explore the field and discover career opportunities.

Tracy Nichols - University of North Carolina at Greensboro