Asynchronous Student Led Online Discussions

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Asynchronous Student Led Online Discussions

• Kathy Grams, Pharm D
• Beth Welch, Pharm D
• School of Pharmacy-Boston, MCPHS

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Outline

• Benefits of discussion
• Comparison of asynchronous online discussions
  versus classroom discussion
• Model of student led discussion process and
  assessment

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Why Discussion?

• discussion widens the scope of any individual's
  understanding of a text by building into that
  understanding the interpretations and life
  experiences of others

Teaching and Teacher Education 17 (2001) 273-289
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Why choose online discussion?

• Lets compare
• Asynchronous online discussion (computer mediated
  communication, CMC) vs. face-to-face live
  discussion (F2F)

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Key Differences

• Place Dependence
• Time Dependence
• Structure of Communication
• Richness of Communication

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Place Dependence
F2F

• Access from offsite
• Illness, physical disability does not prohibit
  participation

• Same location required
• Classroom size, availability
• cant make it to class, cant participate

CMC
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Time Dependence
F2F

• No need to gather at same time
• Allows students to explore ideas and make more
  thoughtful responses
• Self-paced

• Same time required
• Caters to students who are quick responders or
  raise questions
• Biding for time to speak

CMC
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Structure of Communication
F2F

• Many to many students to students
• Creates more collaborative discussion

• One to many instructor to students

CMC
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Richness of Communication
F2F

• Relies only on written text
• Text-based communicators tend to be more
  reflective, more attentive to others responses,
  and on equal social footing

• Relies on many information sources

CMC

• voice tone/inflection
• body language
• physical environment

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Other Potential Advantages of CMC

• Increases time on task
• Fosters discussions outside of classroom
• Allows more students to participate
• Students take proactive role
• Students can mold and focus discussions on issues
  of interest
• Removes race and gender bias

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Question

• How can you encourage and assess learning with
  discussion?

Classroom Discussion, Kings School, Oxford
www.kings.oxi.net/gallery/ gallery.html
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The Student Led Online Case Discussion

• at the Massachusetts College of Pharmacy and
  Health Sciences
• NTPD Program

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For the student

• Helps students connect the knowledge of a disease
  state to a practical situation
• Provides a chance for students to examine the
  thinking processes of their peers
• Provides a chance for students to apply what they
  have learned and share knowledge with each other
• Brings experience to the table
• Helps students explore different presentation
  formats to find the approach that works for them

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For the instructor

• Provides a chance for the instructor to examine
  the thought processes of their students
• Provides a chance for the instructor to evaluate
  the way each student connects their knowledge of
  a disease state to practical situations
• Provides a chance for the instructor to evaluate
  how effectively the student can communicate their
  knowledge to their peers
• Provides a means to assess learning over time and
  not just at one given examination

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Structure

• Students are separated into small groups
• Each student presents a problem based scenario
  using a patient from their own practice
• The group leader and the members of the group
  collaboratively come up with an assessment and
  plan for the problems presented

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Guidelines

• Student guidelines are reviewed at the start of
  each semester
• Group leader and participant expectations are
  established
• Specific grading rubrics are provided

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Assessment

• Evaluation of the group leader
• Peer Evaluation Form
• Completed by each group member and group
  facilitator or instructor
• Evaluation of participation
• Participation Rubric
• Assessed each session for each group member who
  is not presenting

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Assessment Criteria

• Group Leader
• Organization - Content
• Timeliness - Leadership
• Participation
• Content/ Critical Thinking/ Resources
• Quantity/Frequency Timeliness
• Professionalism/Mechanics
• Evaluation of peers

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Peer Assessment Form for On-line Case Presentation

• Use the rating scale to assess the performance of
  the assigned group leader in the categories that
  follow
• Organization SCORE _______ The presentation
  was well organized
• Discussion flow was logical

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Content SCORE _______ Identified missing
or incomplete data Noted trends or patterns among
data Identified a complete problem
list Interpreted/ integrated information to
arrive at assessment Recommended an appropriate
plan Justified proposed plan with medical or
pharmacy literature Evaluated appropriateness of
drug therapy based on efficacy and adverse
effects Included recommendation for monitoring
efficacy/ toxicity The presentation was
complete The information provided was correct
Leadership SCORE _______ Encouraged group
members Stimulated discussion through questioning
Made points/ explanations clear Contributed
useful ideas/ information Brought new information
to the group Considered opinions offered by group
members Summarized threads effectively Was
respectful and professional Timeliness SCORE
_______ Initiated presentation on
time Responded promptly to comments/
questions Completed presentation on time
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Thoughts on Discussion
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Tips on Using Discussion Boards

• Create clear guidelines and expectations
• Guidelines and rubrics will model the discussion
• Require participation
• Assign a grade

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Tips on Using Discussion Boards

• Participate wisely
• Allow enough time
• Be encouraging and supportive
• Improvements.
• Revise, revise, revise

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The Student Perspective

• I also never would have believed that on-line
  discussions or distance learning in general would
  be as effective as classroom learningthis type
  of applied learning is much more effective than
  memorization and standard type of exams with
  multiple choice questions.

James Owen, 2007 MCPHS NTPD Program Graduate
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Web sources for Discussion Boards

• Useful Websites for Tips
• http//www.cms.suny.edu/
• http//tlt.its.psu.edu/
• http//www.dartmouth.edu/webteach/articles/discus
  sion.html

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