If there can be said to be a “standard model” for online, text-based discussions, that model would be “one post and two comments.” In this model, all students are required to make a post in response to the discussion prompt or assignment; many online discussion tools even have a setting that conceals the discussion from students until after they make that first post. That may not be the best approach for every topic, though. Such assignments require students to demonstrate their analytical skills uninfluenced by the conclusions of their peers, but how often is that actually the model of knowledge building students will need in the field?

Consider instead asking a set number of students to make original posts to start the discussion off, and then have the rest of the class expand on or further analyze the topic in response to their classmates’ posts. This can create a deeper, richer discussion because students can build on each other’s ideas, encouraging more substantial engagement between students and the material, as well improving community among students. 

Here is an example of how such a discussion might work: Students in an economics class are learning about small businesses startups. Students are asked to suggest and describe a product to sell on the Internet, but only the first 4 suggestions will be explored and developed.  Everyone else is asked to expand on the first 4 posts. Other students select one of the four business proposals and continue to build out the scope of the business, the market, startup needs, demand for the product, challenges, etc. This allows students to dive deep into the economics of each business proposal and build a better understanding of their classmates’ ideas. It also helps them to learn collaborative techniques that will serve them well in further studies on this topic.

If you use this approach frequently, you may want to assign specific students to provide the original posts each week, so that everyone gets a chance to practice their full range of analytical and communication skills.

If you’d like to talk to a consultant about how to use such a technique in your own course, contact us at LSATechnologyServices@umich.edu!