2 Thumbs Down for Discussion Boards: Research Response

Last week, I posted about the benefits of online bulletin boards, aka discussion boards. This week, I would like to show a different perspective on discussion boards–one that claims that they are not all they are cracked up to be.

“Interactive E-learning–Why Can’t We get Beyond Bulletin Boards?,” by William R. Klemm, argues that bulletin boards could be replaced by more effective technology in an online environment.

Contemporary models of exemplary pedagogical practice include constructivism and cooperative learning. Neither of these are supported well by discussion boards, but are well supported by the seldom-used environment of shared-document Web conferencing. – Klemm

Klemm begins by a definition of constructivism, stating that it allows students to build their own knowledge and have a product to show for it, such as a project or essay. He argues that such higher-order skills cannot be achieved through a standard discussion board. Like many other authors I have come across recently, he asserts that online learning provides more opportunities for learners to collaborate, simply because they can work on their own schedules, think clearer and for longer periods of time, be held accountable for their individual work at all times, and have their responses and ideas archived for later reference.

In addition to typical advantages held by discussion boards, shared documents, such as Google Docs, can be more helpful for a few key reasons, according to Klemm:

• help students stay organized
• get edits and feedback from multiple people
• no circulation is required
• connections are better made since all work is in one place
• annotations are evident
• messages are easier to view and locate

Essentially, Klemm claims that traditional methods of file sharing, such as through email or discussion boards, creates hardships for students because, overall, those methods are disorganized, chaotic, and difficult to access.

Much like Scott Warnock, Klemm suggests that teaching the same way online as in the classroom is one reason constructivism is not frequently embraced. For example, teachers who have lectured in the classroom tend to adhere to a more traditional method of content delivery online. Klemm also argues that teachers do not necessarily take to change, and many online teachers have poor background experiences with cooperative learning in an online environment. Warnock warns that team projects online may be challenging, but they are also rewarding, and Klemm seems to agree with that notion. Also, teachers feel compelled to use discussion boards since they are often part of the CMS for the course. Finally, Klemm argues that teachers are not properly informed about share systems. Since they may not feel comfortable with them or know where to look for resources, they tend to avoid them altogether.

I should point out that Klemm wrote this article in 2005, prior to the widespread popularity of file sharing programs like Google Docs. Although I believe that teachers are more comfortable with such technology today, discussion boards do still seem to be the main mode of operation for online courses. Clearly, the underlying principles of online discussion boards are solid and founded in educational frameworks that encourage collaboration, writing, and critical thinking. However, Klemm argues that file sharing can further enhance this learning experience for students and teachers alike.

 

 

Work Cited

Klemm, William R. “Interactive E-Learning – Why Can’t We Get Beyond Bulletin Boards?.” Journal Of Educational Technology & Society 8.3 (2005): 1-5. Academic Search Complete. Web. 10 July 2014.

Whatever Happened to Cork Board? Research Response on Online Bulletin Boards

Remember these?

Well, today’s classrooms use the virtual bulletin board, instead. These old cork boards are reserved for tacky student artwork or advertisements for summer work at the suspiciously great-paying warehouse that has been condemned for years, or perhaps posters from 1982 that read “Be Cool. Stay in School.”

Brian L. Dos Santos and Andrew L. Wright, authors of “Using Bulletin Boards in an Educational Setting,” lay some ground rules for using bulletin boards and cite some reasons why they can be a useful tool for students.

Bulletin boards can be a very useful tool in education. They allow even the most introverted students an opportunity to be heard. The greatest benefit is that the online discussions are of a much higher quality than typical in-class discussions, because they
allow participants time to assimilate what has been said and to compose their responses. – Dos Santos and Wright

The quote above is pretty typical of online discussion board advocates, as are the other reasons Dos Santos and Wright claim that online discussions are beneficial. For example, they cite the typical pros like students can work at their own pace and think longer on their answers, plus shy students have a chance to shine.

Instead of just stating the obvious, the authors spend a great deal of time helping educators gain insight into how important the setup of such discussion boards are, reminiscent of Scott Warnock’s Teaching Writing Online. Dos Santos and Wright explain the significance of closely monitoring new discussion boards to point out and correct any problems. As an example, if a student were to make a new post instead of a new thread, then that mistake should be immediately corrected so that all users may see how to avoid such problems. They suggest different levels of threads, or rather, threads for different topics/components of the course. They also encourage instructors to allow 7-10 days for students to reply to posts so they may have an opportunity to plan accordingly and answer thoughtfully. After all, students are less likely to b.s., plagiarize, and cut corners if they have adequate time to respond. One suggestion they make that seems to have worked well in the online courses I have taken is to wrap up discussions with an announcement to all students plus provide one-on-one feedback to individual students. This notion would seem to contradict Warnock’s suggestion that instructors are facilitators instead of participants, but, in actuality, if instructors simply provide information that helps students make connections or transitions to the next topic, then they are being instructive and not intrusive.

We believe bulletin boards produce richer, more effective learning for a greater number of
students than is achieved through exclusive use of traditional face-to-face discussions.  The additional time required is manageable and is more than compensated for by the  increased learning opportunities presented. – Dos Santos and Wright

Speaking personally, I am currently taking an online course that requires response to questions via a discussion board twice a week. The questions are lengthy and encompass large quantities of precise information. The instructor allows approximately 8 hours to answer the questions thoughtfully, and I must admit, that is pushing it a tad, even though it is doable. I do find myself giving very thorough responses, but I also find myself wishing for more time. In this same course, we have live chats every 2 weeks. During the live chats, on the other hand, my responses feel shallow, quick, and incomplete. I also feel too rushed and cannot stay atop all the other responses flowing in between the time I start to type my response and the time I finish typing it. I much prefer the discussion board so my brain can function at the turtle’s pace it sometimes does. In other words, I find the opinions of Dos Santos and Wright to be on-target.

My thoughts exactly…5 minutes ago, anyway!

 

Work Cited

Dos Santos, Brian L., and Andrew L. Wright. “Using Bulletin Boards In An Educational Setting.” Communications Of The ACM 49.3 (2006): 115-118. Academic Search Complete. Web. 10 July 2014.