We are used to discussing topics with our colleagues. They know the material, have already thought a lot about it, and can answer questions quickly. We want conversations in class to clip along at a similar pace—there’s always lots of material the class needs to get through.
Sometimes it’s good to revisit an instructional standby. Discussion is a staple in most teachers’ repertoire of strategies, but it frequently disappoints. So few students are willing to participate and they tend to be the same ones. The students who do contribute often do so tentatively, blandly, and pretty much without anything that sounds like interest or conviction. On some days it’s just easier to present the material.
Students find discussions disillusioning just about as often as faculty do. In the analysis referenced below, students objected when a few fellow classmates dominated the discussion; when the discussion wandered off topic, making it difficult to ascertain main points; and when students participated just for the sake of participating.
A funny thing happened to some graduate students at Drexel University. They enrolled in an online program, drawn by the anytime/anywhere convenience the medium affords, but found that one of their favorite aspects was the live synchronous learning elements.
A common phrase uttered during the first day of class is: “You will be graded on class participation.” As instructors we know what we expect. But what exactly do our students think we mean by that statement? The longer I’ve taught the more I’ve come to realize that students may not really know.
If you’re interested in approaches that encourage students to participate in class and develop their public-speaking skills, as well as techniques that help you learn student names, then my “daily experts” strategy may be of use to you.
Meaningful online discussions that promote learning and build community usually do not happen spontaneously. They require planning, good use of questioning techniques, and incentives for student participation.
One instructor’s study of student participation in online discussions in two of his asynchronous online courses over a five-year period has yielded some interesting results that have influenced how he conducts his courses.
Most instructors attempt to encourage class participation by making it part of the overall grade. But evaluating individual contributions and promoting a substantive, intriguing discussion
Getting students to participate in class is one of those perplexing instructional problems we all face, particularly when teaching undergraduate classes. Are there significant differences in the graduate classroom?
