M08a - Asynchronous discussion

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Asynchronous, text-based discussion can provide rich learning opportunities
, offer greater flexibility to students,
 and 
can be 
simple to set up.
 

<h2>Why asynchronous? </h2>

Live, or 'synchronous' learning activities and assessments can disadvantage students when they are based in different locations and 
time zones
. For example, a quiz set for 2pm London time will open in Australia at 1am.
 


Asynchronous discussion isn’t just a 
fall-back for when we can’t offer synchronous learning, and
 has its own 
distinct 
advantages
, inclu
ding:
 
 

<ul>
<li>
More time for students to gather their thoughts, collect evidence, plan their response and reflect on other contributions. This can greatly improve the quality of contribution and discuss
ion
;
 
</li>
<li>
More accessible to students who find it difficult to speak up
, have 
specific learning differences
,
 such as dyslexia
, or for whom English is not their first language
; 
 
</li>
<li>
Forums are simple to set up and participate in at your own pace. 
 
</li>
</ul>

To hear first-hand benefits and experiences of using asynchronous discussion forums, w
atch the following 
<a href="https://www.youtube.com/watch?v=TxzipYOGaoE">
short video
</a>
 (run time: 6m 41s, courtesy of UNSW, Australia). 
 

<h2>General principles </h2>

Discussion forums should have a clear purpose
 and 
build towards 
an outcome
 so that students are motivated to participate.
 To deliver a successful forum activity you should:
 

<ul>
<li>
Establish clear expectations in terms of frequency of moderation by tutors, required post length,
 and
 peer feedback etiquette;
</li>
<li>
Provide a
 prompt
 or trigger to 
provoke 
conversation;
 
</li>
<li>
Moderat
e
 and scaffold discussion to keep things 
on track, encourag
e
 participation, draw
 out
 salient
 points, ask
 
follow-
up questions and clarify
 misconceptions
;
 
</li>
<li>
Provide a summary to allow students to draw conclusions and 
act 
as a reference point for later study.
 
</li>
</ul>

Avoid grading discussion posts
 as 
this
 
may 
deter students from posting
 
developing ideas
 or cause them to overly plan and perfect their posts. 
Instead
, 
consider having the
 discussion feed into future assessment
. For an example of this
 see
 the
 Critical 
R
eview 
section
 below.
 

<h2>Moodle recommendations </h2>
<ul>
<li>
Use 
<ac:link>
<ri:page ri:content-title="M42-M08 - Discussion Forums"/>
<ac:link-body>
Advanced Forums
</ac:link-body>
</ac:link>
; they are similar to regular Moodle forums but allow you to search for author or keywords, and there is a quick summary report so you can gauge participation.
 
</li>
<li>
In large cohorts, assign students to 
<ac:link>
<ri:page ri:content-title="M42-M13 - Groups and groupings"/>
<ac:link-body>
Moodle Groups
</ac:link-body>
</ac:link>
 to make the discussion more manageable. 
</li>
<li>
When setting up a Forum: 
 
<ul>
<li>
Add brief but clear instructions to the 

Description

. This is the first thing students see when they open the Forum.
 
</li>
<li>
Use 

Discussion locking 

to make forums read-only after a set amount of time. This keeps the discussion focused. 
 
</li>
<li>
Consider setting the 

Group mode

 (under Common module settings) for your Forums to 

Visible Groups

 so that students can see, but not post, to the discussion of other groups. This can allow students to see a range of responses and feedback. The alternative is to set 

Group mode

 to 

Separate Groups

 in which students can't see each other's group discussion.
 
</li>
<li>
Release your forum on a specific date by using 
<ac:link>
<ri:page ri:content-title="M42-M36 - Restrict access"/>
<ac:link-body>
Restrict access
</ac:link-body>
</ac:link>
.
 
</li>
<li>
Integrate your forum with other Moodle activities
; t
o spark discussion, a
dd a
 reading using the 
<ac:link>
<ri:page ri:content-title="M42-M10 - Reading List"/>
<ac:link-body>
Reading List activity
</ac:link-body>
</ac:link>
 or a
 
<ac:link>
<ri:page ri:content-title="M42-M49 - Media Resource"/>
<ac:link-body>
Video
</ac:link-body>
</ac:link>
. After the discussion, use the
 
<ac:link>
<ri:page ri:content-title="M42-M20 - Choice"/>
<ac:link-body>
Choice activity
</ac:link-body>
</ac:link>
 to poll student's on 
whether the forum debate 
changed their view.
 
 
</li>
</ul>
</li>
</ul>
<h2>Example approaches </h2>

Asynchronous discussion
 forums can be used to teach
 and 
support a range of 
assessment t
asks. Some examples
 are given below. These examples 
can be adapted 
for a wide variety of academic disciplines 
and are not intended to be
 prescriptive.
 

<ac:structured-macro ac:macro-id="a6073e83-9aef-4057-bfe9-d0d3c6d6ec89" ac:name="expand" ac:schema-version="1">
<ac:parameter ac:name="title">Critical Review</ac:parameter>
<ac:rich-text-body>


Aim and 


d


escription



Develop 
student
 critical analysis and communication skills
. Students 
write a critique of a text, either written or multimedia
, and
 post it to the discussion forum. They must then
 comment on each other’s critiques
 
using criteria or guidance set by the tutor
. 
The activity could occur 
multiple times in a term
 but should be manageable to the student. 
 



Suggested assessment

 


Discussion forum feedback
 on clarity of argument, evidence, communication skills, and grammar
 feeds forward into a summative critical review. 
 



Actions 


r


equired by 


l


earner

 


Write a critical review of a reading, engage with other student's reviews.
 



Actions 


r


equired by 


t


utor(s)

 

<ul>
<li>
Add 
text
 to be reviewed:
<ul>
<li>
For a reading
,
 use the 
<ac:link>
<ri:page ri:content-title="M42-M10 - Reading List"/>
<ac:link-body>
Reading List activity
</ac:link-body>
</ac:link>
. 
</li>
<li>
For a Video, add a 
<ac:link>
<ri:page ri:content-title="M42-M49 - Media Resource"/>
<ac:link-body>
Media Resource
</ac:link-body>
</ac:link>
.
</li>
</ul>
</li>
<li>
Create Forum
:
 
<ul>
<li>
Forum type: 

Standard 


forum for general use

. 
 
</li>
<li>
Moderate forum
:
 e
ncourage students to view other reviews and feedback. 
 
</li>
<li>
Create a 
<ac:link>
<ri:page ri:content-title="M42-M09b - Turnitin Assignment"/>
<ac:link-body>
Turnitin assignment 
dropbox
</ac:link-body>
</ac:link>
 for student to submit final summative review.
 
</li>
</ul>
</li>
</ul>
</ac:rich-text-body>
</ac:structured-macro>
<ac:structured-macro ac:macro-id="0fddb3e4-4834-4523-9dfe-1366f09295c1" ac:name="expand" ac:schema-version="1">
<ac:parameter ac:name="title">Case Study</ac:parameter>
<ac:rich-text-body>


Aim


 and 


d


escription



Have students apply their knowledge in a
n authentic
 scenario. Students are given a scenario and a series of case questions
 that
 they must respond 
to 
in the discussion forum. Once they have provided their own answers, they must provide constructive feedback on other student
 posts. 
 



Suggested assessment



Students are assessed on the quality and quantity of their posts, including providing a complete response to the 
case or scenario
, using relevant evidence, clarity of expression, grammar, making the minimum number of substantial posts, and their ability to contribute rather than dominate the discussion.
 



Actions Required by Learner



Respond to case scenario and questions in a substantive and timely manner. Make a constructive response to another student's post. 
 



Actions Required by Tutor(s)


<ul>
<li>
Create 
Advanced
 
Forum:
 
<ul>
<li>
Forum Type: select 

Q and A forum

 if you want students to answer first before they see other responses, 
or
 

Standard forum


 for general use

 if students can answer any question on a first come first served basis.
 
</li>
<li>
Set 

Discussion locking

 to one or two weeks
.
 
</li>
</ul>
</li>
<li>
Organise
 Forum:
 
<ul>
<li>
Create a 

topic discussion

 which includes the spark or question stem, all the questions, and a summary of any instructions for students to follow. Pin it to the top of the forum.
</li>
<li>
Create a topic discussion for each question. This helps break down posts into a thread for each question.
</li>
<li>
Assign students to specific questions by appending their name to the title of the discussion post.
</li>
</ul>
</li>
<li>
Moderate Forum
:
 u
se 
structured points to add to 
discussion, and
 address any misconceptions. 
</li>
<li>
P
ost a
 summary statement at the end of each case providing feedback and summary notes for students to 
refer back
 to.
</li>
<li>
Grade posts in Moodle or separately e.g. Excel rubric which is then uploaded to students.
 
</li>
</ul>
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<ac:parameter ac:name="title">Critical Debate</ac:parameter>
<ac:rich-text-body>

Tim Neumann has kindly provided an example on running a 
<a href="https://blogs.ucl.ac.uk/ltu/moving-online/debate-webinar/">
live online 
debate with 2 groups on Moodle
</a>
. 
The example provided below substitutes an 
asynchronous discussion forum 
for the live 
debate
 and
 includes a potential setup for when there are more than two debate groups
.
 



Aim and description



Have students 
practice their critical thinking
, 
persuasive writing
, group work and communication skills
.
 
 Students are d
i
vided 
into
 groups
 “For” and “Against”
 and are assigned 
to 
a
 thesis statement
 to debate in a discussion forum.
 



Suggested assessment



Student
 groups are assessed on their understanding of the
 thesis 
statement,
 presentation
 
of the
ir argument
, 
and 
group 
work
.
 Students are also assigned to 
one
 
debate to read, and vote pre and post debate. 
 



Actions Required by Learner



Critically analyse 
thesis statement
 from an assigned point of view
;
 
develop arguments
 
and anticipate 
counterarguments
. 
Organise 
argument
 structure
 and 
order of speaking. 
Take turns in groups, p
o
st
ing
 
to the forum 
opening arguments, followed by speaker arguments
, and finally closing arguments
. 
 



Actions Required by Tutor(s)


<ul>
<li>
Organise debate groups:
 
<ul>
<li>
Assign students to 
debate groups, one for each thesis statement, 
in which
 
students 
are allocated to
 
“For” or “Against”
. 
 
</li>
<li>
A
ssign 
each
 
debate g
roup
 another 
d
ebate
 to view/follow as an audience
.
 
</li>
<li>
Post an announcement with group information, you might want to summarise group allocations in a table. 
 
</li>
</ul>
</li>
<li>
Create Debate Groups in Moodle
:
 
 
<ul>
<li>
Name Groups by Thesis Statement
;
 
</li>
<li>
Include 
“
For
”
 and 
“
Against
”
 students in the one group. 
 
</li>
</ul>
</li>
<li>
Create 
Advanced Forum for Practice:
 
<ul>
<li>
Forum Type: 

Standard forum for general use
; 
</li>
<li>
Group Mode: 

Separate


 Groups

;
 
</li>
</ul>
</li>
<li>
Create 
Advanced Forum for the debate:
 
 
<ul>
<li>
Description: Include list of groups and thesis statements, and a summary of debate format;
 
</li>
<li>
Forum Type: 

Standard forum for general use;

 
</li>
<li>
Set 

Discussion locking

 to one week;
 
</li>
<li>
Group Mode: 

Visible Groups

;
 
</li>
<li>
Set 

Restrict Access

 to 

Date

 you want forum to be released.
 
</li>
</ul>
</li>
<li>
Prepare Debate Forum:
 
<ul>
<li>
Create one Topic Discussion for each debate contribution, e.g. Opening Statements, Speaker 1, Speaker 2, Speaker 3, and Closing Statements (select option to copy to all groups)
.
 
</li>
</ul>
</li>
<li>
Create 
Poll
s (pre and post debate)
:
 
<ul>
<li>
For small number of groups: Create two <a href="https://wiki.ucl.ac.uk/display/MoodleResourceCentre/M42-M20+-+Choice">Choice</a> activities
 for each debate
.
 
 
</li>
<li>
For larger cohorts
 and multiple groups
: Create 
two
 
<a href="https://www.ucl.ac.uk/isd/services/learning-teaching/e-learning-services-for-staff/e-learning-core-tools/opinio">
Opinio
 
Poll
s
</a>
 which allow student to specify the debate they are voting on and their vote. A
dd the 
poll URLs
 to Moodle.
 
</li>
<li>
Release 
pre
 
poll
.
 
</li>
<li>
Release post poll
 after the debate conclude
s
 (either manually or with Restrict Access)
. 
 
</li>
</ul>
</li>
<li>
Moderate 
debate
:
 
<ul>
<li>
Ann
ou
nce the start of the debate
(
s
)
 and encourage students to complete pre-poll
.
 
</li>
<li>
Check in 
periodically 
to make sure 
debate
(s)
 are
 progressing.
 
</li>
<li>
Announce the 
end of the
 debate
(
s
)
, 
encourag
e
 students to
 comple
te
 post poll
, and to
 read 
other group
 debate
s
.
 
</li>
<li>
Announce the debate winners.
 
</li>
</ul>
</li>
<li>
Grade 
Group 
debate
 e.g. Excel rubric which is then uploaded to students
 and/or peer feedback using Opinio.
 
</li>
</ul>
</ac:rich-text-body>
</ac:structured-macro>
<ac:structured-macro ac:macro-id="816ff34b-5d26-4e5d-b637-bf2d639ca7ad" ac:name="expand" ac:schema-version="1">
<ac:parameter ac:name="title">Reflective Discussion</ac:parameter>
<ac:rich-text-body>


Aim and 


d


escription

 


Have students share 
and discuss 
their experiences with one another
 to facilitate reflective thinking
 and peer learning. The experience could be a time on placement, 
a common experience or a
 general theme
.
 



Suggested assessment



Although discussion posts are not assessed, they can be used as evidence in a summative reflective blog.
 



Actions Required by Learner



Write a reflective first-hand account of 
an experience. 
Post a reply to at least one other post. 
 



Actions Required by Tutor(s)


<ul>
<li>
Create 
Advanced 
Forum:
 
<ul>
<li>
Forum Type: 

Standard forum for general use

 
</li>
</ul>
</li>
<li>
Request a 
<a href="https://wiki.ucl.ac.uk/x/KYODBQ">
Reflect class blog
</a>
 for students to make summative reflective blog posts. 
 
</li>
<li>
Moderate Forum: 
 
<ul>
<li>
E
ncourage participation
: 
“What do others think?” 
“Did anyone have a similar experience?”
 
</li>
<li>
Challenge students to reflect: 
“You’ve mentioned X, why do you think this happened
?”
 
“H
ow 
would you approach things differently now
?
”
 
</li>
</ul>
</li>
<li>
Post a summary statement at the end of each case providing feedback and summar
ising emergent themes
.
</li>
</ul>
</ac:rich-text-body>
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<ac:parameter ac:name="title">Role Play</ac:parameter>
<ac:rich-text-body>


Aim and 


d


escription

 


Encourage empathetic and critical thinking by having students 
research and act out
 given roles. 
A
 student's 
responses
 
must demonstrate 
their understanding of 
the role as applied to a scenario provided by the teacher.
 For example, 
a
 discussion of sustainability where students are given the role of conservationists, scientists, politicians, NGOs, stakeholders (
see 
Oliver 2016).
 Alternatively, roles could be 
distinguished
 using
 a
 
theoretical model
 or level of analysis
,
 e.g. 
“
e
xplain the phenomena of 
h
yperinflation from 
one of the following 
perspectives
:
 Post-Keynesian, 
Monetarist
, Macroeconomic, Microeconomic, or Behavioural Economics.
”
 



Suggested assessment

 


Students are assessed on t
heir knowledge of the role as appl
ied
 in the given scenario
, as
 well as their
 presentation, communication skills, and group contribution.
 



Actions Required by Learner

 


Collaborate with other group members to 
respond to
 the
 scenario and present to 
the 
class. Engage with 
and critique 
other presentations.
 Respond within the time allowed to follow up questions.
 



Actions Required by Tutor(s)


<ul>
<li>
Create Advanced Forum
:
 
<ul>
<li>
Forum type:

 Standard 


f


orum


 for general use

.
 
</li>
<li>
Group mode: 

Visible groups

 (so that all students can view).
 
</li>
<li>

Add a 

new discussion

 with opening scenario. summary of any instructions for students to follow. Pin it to the top of the forum.
 
</li>
</ul>
</li>
<li>
Create Rehearsal Forum for students to discuss their roles, research the scenario, practice 
order of speaking.
 
<ul>
<li>
Forum type: 

Standard forum for general use

.
 
</li>
<li>
Group mode: 

Separate groups

 (so that only the students in the group and moderator can see the rehearsal).
 
</li>
<li>

Add a 

new discussion

 with example scenario.
 
</li>
</ul>
</li>
<li>
Moderate forum:
 
 
<ul>
<li>
Release forum.
 
</li>
<li>
Post scenario
 and invite responses. 
 
</li>
<li>
A
sk 
follow
 up questions
 to the group or individuals
 e.g. “How would each of you respond to the claim that X
?
”
 
“Michael, what would you consider is the key difference between your explanation and that of Y?”
 
</li>
<li>
Facilitate 
any 
questions from the audience. 
 
</li>
</ul>
</li>
</ul>
<h4>

References

 
</h4>

Oliver, Simon. (2016). Integrating role-play with case study and carbon footprint monitoring: A transformative approach to enhancing learners’ social 
behavior
 for a more sustainable environment. 11. 1323-1335. 10.12973/ijese.2016.346a.
 

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<h2>




Further examples




</h2>


There are a range of research-backed, practical guides and resources online which can assist you to design and use asynchronous discussion effectively.


<ul>
<li>Tim Neumann, a lecturer from the IOE, demonstrates how he runs online activities including critical readings, peer feedback and a debate using the Moodle forum, and also explains how he monitors student engagement using Moodle's 
<a href="https://wiki.ucl.ac.uk/display/MoodleResourceCentre/M42-M34+-+Activity+completion">Activity Completion tracking</a>
 in the video: <a class="external-link" href="https://mediacentral.ucl.ac.uk/Play/24059#!" rel="nofollow" style="text-decoration: none;">Practical Online Teaching Tips 4: Keep it Manageable (27m 34s)</a>.</li>
<li>
<a class="external-link" href="https://www.ucl.ac.uk/teaching-learning/case-studies/2015/jun/teaching-and-learning-discussion-forums" rel="nofollow" style="text-decoration: none;">Teaching and learning with discussion forums</a>
 case study report. </li>
<li>


Slobodan Tomic, Ellen Roberts and Jane Lund (
University of York) use asynchronous discussion forums in a wholly online distance programme, see their <a href="https://www.advance-he.ac.uk/news-and-views/designing-learning-and-teaching-online-role-discussion-forums">design tips and insights.</a> 

</li>
<li>

To hear first-hand benefits and experiences of using asynchronous discussion forums, see UNSW’s 



<a href="https://youtu.be/TxzipYOGaoE">Learning to Teach Online [Youtube video 6m41s]</a>


</li>
<li>

For practical guidance on encouraging students to interact with online discussions see 



<a href="https://www.gillysalmon.com/five-stage-model.html">Gilly Salmon's five stage model</a>



.


 

 
</li>
<li>
<a class="external-link" href="https://blogs.sussex.ac.uk/tel/2016/05/10/using-forums-effectively-ways-improve-engagement/" rel="nofollow" style="text-decoration: none;">Using forums effectively - ways to improve engagement</a>
 by Kitty Horne from the University of Sussex, provides great tips.</li>
</ul>