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Online Discussions: Tips for Students

students working on laptops and tablets

Online discussions can help you prepare for class, learn discussion skills, practice your writing skills, and learn from others. To be successful, you need to translate your face-to-face discussion skills to the online environment. Remember that online discussions are first and foremost dialogues, not writing assignments. The following tips highlight key features of effective online discussion strategies.

Writing a post

Develop a thesis, argument, or question 

After you’ve done the required reading or task, think of a thesis and how to support it, then read the other postings and see how they support or contradict your idea, and write about this. Another strategy is to look for postings that lack evidence and probe for some. You can also turn your thoughts into questions or play devil’s advocate. Remember, though, that opinions aren’t arguments. Be sure to support what you say with references to course materials or outside sources, such as readings.

Use keywords in your title 

Online discussions can generate a number of messages, so you need to consider efficient ways to make your contributions. To help the other participants quickly understand what your post is about, be sure that your title clearly indicates the content that will follow. “My ideas about today’s readings” isn’t nearly as clear as “My opinion on Freud’s theory of mourning and melancholia.” Your title could even summarize the opinion, argument, or question that you raise, like in the following: “Freud’s theory of mourning and melancholia: A false divide.”

Encourage discussion

If you’re the first to post, strive to encourage discussion. Get others thinking (and writing) by making bold statements or including open-ended questions in your message. Those who post first are most often responded to and cited by others. Remember to check back and see if and how others have responded to your ideas.

Make postings short, clear, and purposeful 

In general, write one to two meaningful paragraphs because long messages are difficult to read online. Another rule of thumb is to make only one main point in each posting, supported by evidence and/or an example. Be concise (Vonderwell, 2003). 

Your stance need not be forever 

It can be intimidating to take a stand on an issue at times, especially when you put it in writing, which we associate with permanence. Remember that you are allowed to change your mind! Simply indicate that with the new information raised in the discussion, you have changed your stance. Learning is about change.

Other practical considerations for online discussions 

It can be frustrating to read through a busy discussion forum with lots of posts and replies. Make sure to create new threads if new topics evolve in the discussion. Subscribing to receive email alerts of new postings can help participants keep up with a conversation without checking back into the discussion forum repeatedly.

Responding to other posts

Make the context clear 

An informative title will help, but also consider including in your reply a quotation from the original message that you’re responding to. If the original message is lengthy, cut out what is not relevant to your response. And if the original has many paragraphs, you could place your comments between the paragraphs to give readers the context for your ideas (Vonderwell, 2003).

Add value to the conversation 

Saying “I agree” does not move the discussion forward. Ask yourself why you agree and explain your rationale so that others have something else to respond to (Vonderwell, 2003).

Ask probing questions 

Consider using the following questions when trying to extend a discussion:

  • What reasons do you have for saying that?
  • Why do you agree (or disagree) on that point?
  • How are you defining the term that you just used?
  • What do you mean by that expression?
  • Could you clarify that remark?
  • What follows from what you just said?
  • What alternatives are there to such a formulation? (Roper, 2007)

Feel free to disagree with your classmates 

To air different perspectives or help others clarify their thinking, you may need to contradict a classmate. Remember to disagree respectfully (no name-calling or obscenities) and support your point with evidence, but do not feel bad about offering a different interpretation. Your contribution should help to make the discussion more productive for all involved.

Work to create group cohesion 

Discussions are about group learning. When you function well as a group, you will be more open to all the benefits that this type of learning can offer. Give positive feedback to one another, use light humour, avoid comments that could be taken as insulting, use first names, respond promptly to each other, and offer assistance. Also remember the lack of nonverbal and vocal cues in the online environment. You’ll need to label emotions (e.g., “I’m confused about this” or “I feel strongly”) because no one will pick up on how you feel otherwise.

Be aware when postings prompt emotional responses

If you feel very emotional about a message, wait before responding. It’s very easy to write something in the heat of the moment and then wish you could retract it. If you send it to the discussion, the damage is done. Even waiting overnight can give you enough distance to respond in a calmer and more professional manner.

Developing a positive perspective

Be open to new ideas 

Discussion is about hearing what others have to say and working to shape and re-shape your own thoughts and perspectives. Different perspectives can further everyone’s understanding of the issue or concept being discussed—they represent opportunities for learning.

Enjoy yourself 

The online environment comes with many benefits, including learning from your peers in addition to your instructor. Use the time productively to hone lifelong skills and refine your ideas about the course content.


References

Roper, A. (2007). How Students Develop Online Learning Skills. Educause Quarterly, 1, 62-65.

Vonderwell, S. (2003). An examiniation of asynchronous communication experience and perspectives of students in an online course: A case study. The Internet and Higher Education, 6(1), 77-90.

Yu, L. et al. (2016). When students want to stand out: Discourse moves in online classroom discussion that reflect students’ needs for distinctiveness. Computers in Human Behavior, 58, 1-11.

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