Participation in a WebCT Discussion Forum

Introduction

In a number of DCS courses, you are expected to participate in an electronic WebCT discussion forum to fulfill the assessment requirements. This document details some of the expectations and protocols for participating in an online discussion.

Participation in the Discussion Forum

In a university setting, a seminar offers students the opportunity to learn through discussion and debate. All members of the group read material and then share their thoughts and perceptions of the themes, questions, and problems related to that material. In a face-to-face seminar, this discussion is generated by the interaction among students under the guidance and facilitation of the instructor.

In a WebCT course, the discussion forum allows such interaction to take place through an Internet connection. Although geographically separated, students still have the same responsibility to read the material and to construct comprehensive, sophisticated, logical, and learned questions and responses; in lieu of classroom discussion, they then post these ideas in the discussion forum provided online. If all students participate fully, the experience can be an enriching and vital one that allows material to be covered far more comprehensively and usefully than an individual reading of that same material would achieve. If students do not participate fully in the discussion forum, they are not only robbing themselves of the chance to benefit from the experience, insights, and knowledge of others, but they are doing their classmates a disservice by not fulfilling their obligation to help provide that shared learning environment. As in any face-to-face seminar, a regular cycle of reading, analysis, and then sharing must be established in order for a WebCT discussion forum to function effectively.

Posting Questions and Comments

In a WebCT course, or in courses with a WebCT component, you are expected to post questions and comments based on your weekly readings, usually weekly. You are free (and encouraged) to introduce other references and information as long as you tie them to the topic under discussion.

As you consider posting a comment, reflect on the material you have read: think critically, logically, and comprehensively, and provide useful interaction for your fellow students. There is a high demand for structured, well-thought-out presentations supported by appropriate evidence and sources that show a meaningful attempt to understand and synthesize the course materials.

Questions may be of a factual nature, such as "When did x take place?" if that is crucial to the understanding of the material, or more probing: "Could strategy x have been more effective in this situation?" Questions of intent and perception are very important as well. Comments can be

• Positive ("I really like how the author treated this topic because . . . )
• Negative ("I am not surprised that difficulties were encountered in the battle of Y because . . .)
• Consolidating ("Author W treated this topic from perspective x, yet author Y treated it from perspective z. Each position leads to very different conclusions or directives for action. A way to consolidate these positions might
  be . . . )

Remember: often it is the simplest questions that are the hardest to answer, and the most fulfilling to pursue.

Responding to Comments or Questions

As in any seminar, freedom of thought and expression is key. Many questions in academic disciplines do not have right or wrong answers. There is a need, therefore, on the part of the students to demonstrate a rigorous, knowledgeable, and sophisticated understanding of the material. Craft your questions and answers so that they are clear, concise, and easily understood by all who might read them. Good grammar and writing skills are expected at all times.

Your Instructor's Role

The instructor's role in the discussion forum is multi-faceted. At the simplest level, the instructor is there to settle disputes over points of fact or the material in question. The instructor is also responsible for

• Providing contextual information to help students pursue lines of thought.
• Guiding discussion along useful lines that will benefit students the most.
• Acting as a check on discussions of a factual nature to ensure that a high standard of accuracy in the commentary is upheld.
• Acting generally as a facilitator in keeping the seminar moving in a logical fashion.

The instructor will also introduce key material into a discussion if it has been left out-in order that important points will not be lost-so that the unit or topic under discussion is put into context with respect to other aspects of the course.

When participating in a WebCT discussion forum, keep in mind that the instructor will assess student performance in an online discussion according to criteria such as the following:

•   Critical thinking
•   Ability to evoke discussion
•   Organization of material
•   Use of evidence
•   Research skills
•   Presentation style
•   Clarity of argument
•   Sophistication of argument