Using a thinking framework and assessment rubric to structure and sustain online discussion

Soo Wai Man
SIM University
Singapore

Online discussion is critical in e-learning as it serves to engage facilitators and students in critical and creative discourse -- but, in practice, it is far from ideal as the lack of a clear purpose and structure often leads to ineffective and unsustainable participation. To address this problem, there is a need to train course developers and instructors to develop a purpose and structure for online discussion to engage students in productive and meaningful discourse.

This paper presents a case study from SIM University of an attempt to develop the competence of online course developers and instructors in using online discussion effectively. The aim of the study was to reflect on the introduction of a thinking framework as a foundation for structuring, sustaining and assessing online discussion.

The study reflected on two e-learning courses that engaged students in online discussion.

In one semester, online instructors applied e-moderation techniques in online discussion, without introducing a framework for thinking. In the following semester, a course developer was introduced to Williams’ (1970) thinking model as a framework for encouraging thinking and feeling. Using this model, the course developer selected a lesson topic for discussion, and wrote specific learning outcomes, instructional strategies and assessment criteria. The online instructor then applied the criteria set by the developer to craft a problem scenario for a tutorial group’s online discussion. The problem scenario elicited the stated learning outcomes and instructional strategies. To sustain online discussion, the online instructor applied e-moderation techniques to prompt and guide students through the thinking framework.

Quantitative and qualitative data over two semesters were compared to analyse the outcomes of the discussion in the two online courses. Analysis of the quantitative data indicated that the introduction of Williams’ thinking framework, e-moderation techniques and an assessment rubric led to higher participation and improved sustainability than in unstructured online discussion. Also, anecdotal evidence culled from the qualitative data revealed that, in using a thinking framework, discussion was more focused and directed.

Overall, this study demonstrated that online discussions were productive and sustainable when a clear structure, purpose and assessment were designed into e-learning. The training of e-learning course designers and instructors in the use of structured discussion and an assessment rubric resulted in significant improvements in student participation and contributed to focused and meaningful discussion.