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28. DESIGNING DISCUSSION ACTIVITIES
Classroom discussion and participation are often considered traditional instructional tools of the college/university classroom.A student's in-class engagement not only requires a certain level of metacognition with course content, but it also demands a range of skills for knowledge transfer that allows a student to respond appropriately. A student's in-class engagement not only requires a certain level of metacognition with course content, but it also demands a range of skills for knowledge transfer that allows a student to respond appropriately.Articulating complex ideas, building consensus, answering objections, synthesizing similarity and difference, and adding humor or irony are all important for higher-order learning outcomes in Bloom's taxonomy.To be sure, insightful contributions to the dialogical process are hallmarks of intellectual achievement and have the potential to both inspire and guide a student's learning into the future.
While such routine reflection sessions often serve an ancillary role in assessing class progress as a whole, they often are criticized for being too subjective and susceptible to a form of popularity bias. Embracing online or hybrid approaches to student-course engagement, therefore, is one possible way to address this concern. Traditionally, with online social communities there is a recorded history of all contributions that can be objectively evaluated at any point in time. ...
Another acceptable way of increasing student engagement is to increase the interactivity in learning Use of discussion in classrooms on different related topics as pedagogical tool to enhance engagement is an effective way.Some argue that by making clear and consistent linkages between class materials or activities and future professional roles is also another important way of enhancing the student's engagement.
... Through this study, it is found that most of the students tend to more engaged in discussion-based classes as compared with lecture mode class settings. These findings favour the work of Sautter (2007) where some student engagement strategies are discussed and discussion-based lecture is recommended to engage students. Further to this, students are more comfortable in the classes where discussions are initiated by the instructor and students regularly build arguments. ...
... The use of case studies, discussion boards, and other related approaches will enhance the spirit to contribute in the class and will surely add academic value to the participants. The positive relationship between discussion-based classes and high levels of student engagement is presented by Sautter (2007) and current study largely supports this notion. It also depends upon the type of courses being taught, for instance, a lecturer teaching marketing course can easily lead any discussion, due to qualitative contents of the course. ...
There are many strategies and technologies available to maximize the impact of discussion in your course. If your teaching centers around discussion and collaboration, regardless of your platform or medium, consider the following directory of options as you design or redesign courses, or choose activities.
We encourage you to custom-design your discussion prompts and activities if you feel confident running open-ended class discussions! Here is some advice:
Provide questions that help students make connections between content, themes, goals, and/or skills (as relevant to your class)
Encourage students to work together to figure out difficult content (and be prepared to follow up with redirection if needed)
Give opportunities for making real-life connections: for example, by having students provide a relevant example from their experience or the news, suggest an application for a skill, or apply their learning to a scenario you provide
Avoid asking yes or no questions
Balance the questions’ complexity; consider using a strategy like a snowball or pyramid discussion to establish the basics and build toward complicated ideas and applications
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