RSA # 4 Facilitating Asynchronous Discussions Online

Summary

In the recent module, we have focused on moving our learning communities online. Readings have dealt with the organization and foundational aspects of how to facilitate online professional growth. Palloff and Pratt (2007) point out that facilitators of online learning are to provide a framework and gentle guidance that will allow students to explore course materials without restriction.
The article that I have chosen involves research about asynchronous learning online. Presented are different methods for eliciting participation among a group of online learners. The results show that when initial instruction is given, but no deadline is provided, participation suffers (Kienle & Ritterskamp, 2007). The participants of the study note that they felt it was the facilitator’s job to provide a deadline and end a discussion. Participation was improved when a deadline was provided. Interestingly, the study brings up the notion that participants worked according to the rhythm set by the instructor. Participants looked to the instructor to provide the framework and keep the rhythm of the course moving along. This is an important idea to keep in mind when initiating the design of your own PLC.

Excerpt

Findings from our case study suggest that for this purpose a moderator occasionally has to make decisions on his/her own and needs to present intermediary results in condensed form.

References

Kienle, A., & Ritterskamp, C. (2007). Facilitating asynchronous discussions in learning communities: The  impact of moderation strategies. Behaviour & Information Technology, 26(1), 73-80.
Palloff, Rena M., Pratt, Keith. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.