Facilitating Meaningful Online Discussions: How is it done?

What is the best way to facilitate online discussions? It is agreed that discussion is the heart of online learning however; the best way to promote discussion varies among educators. Some are very prescriptive, identifying required number of postings and word count per post whereas others are vague. Directions that are very descriptive may result in poor quality work from students as they are trying to meet grading requirmens rather than offering meaningful contributions ot the discussion. Vague directions may leave students unsure of expectations. Preparation of discussion should occur in three phases to best meet intended learning outcomes:

Phase One: Directions to Learners 
Students are at risk for feeling abondoned or alone in an online classroom. Be sure to inlcude ways students can contact you. In the syllabus, post your contact information. Include more than an one way students may contact you. In addition to an email address, include a phone number, fax number, mailing address, or alternate email. Set up a "virtual office" where students can ask questions related to the classroom content or structure.

Clearly state expectations of discussion in the syllabus. Include the frequency of participation (ex. Post response to weekly discussion question and reply to at least two classmates' postings). In addition, include a schedule with due dates and timeframe for submissions.  Develop a grading rubric for discussion postings. This will help students know how you will evaluate their participation in the discussion. Encourage students to "link" postings to the assigned reading. You want students to make connections between assigned readings and discussion.

Be sure to have information regarding technical support if students run into problems. This information should be included in the syllabus. Explain "what to do" if technical problems occur. It is helpful to include commonly occuring problems with resolutions in the syllabus or on the course home page. Post the phone number of technical support services for unresolved conflicts.

Phase Two: Facilitator Assumes and Active Role
Include an opening remark that is welcoming and motivating. Perhaps a non-graded "ice-breaker" activity can be used as the opening discussion. An example would be posting a personal biography discussion to help learners get to know one another. 


Create postings that are driven by reading assignments and learning activities. Consider requiring students to reference assigned readings or learning activities in postings.

Provide constant feedback to discussion postings. This lets students know you are following the discussion. Indicate when students are doing a good job. Clarify points that seem "foggy." Always spell-check your work and "set the tone" for postings. Students will look to the facilitator as an example of how discussions should be conducted. Create an environment that includes all students and they feel part of the learning group.

Phase Three: The Wrap-Up
Consider using a "wrap-up" activity following the week's discussions. for example:

• Write a summary of the week's discussion points
• Write a paragraph about the most important concept learned this week and how you will apply it in the future
• If you were leading this week's discussion, explain how you would do it.
• Write a summary of the themes or patterns you notice that developed during this week's discussion.