Facilitating Student Online Discussions: Effective Instructional Design and Strategies

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Lu, L. (2004). Facilitating Student Online Discussions: Effective Instructional Design and Strategies. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1359-1363). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11521.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
2004
ISBN 1-880094-54-1
  Janice Nall & Robby Robson
AACE

More Information on ELEARN
Table of Contents

Author

Lilly Lu, Iowa State University, United States

Abstract

Recent literature emphasizes the significance of teaching presence for online activities. In a constructivist online learning environment, instructors should realize their roles as facilitators helping students construct knowledge during discussions; yet, many online instructors often struggle to balance restraint and presence. They tend towards a "restrained presence" because they are unsure exactly how to perform their roles effectively. Thus, as a result, students receive insufficient feedback or instructor acknowledgement, and they begin to feel unsure whether their discussions or learning processes are moving in the appropriate directions. In this study, a re-designed online course which is aimed to minimize such problems, and which demonstrates effective instructional design and facilitative strategies, is presented. The findings of the course evaluation and pedagogical application will be presented as well.

Keywords

• Students
• Instructional Design

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