Comment pouvez-vous encourager les élèves à participer à des discussions en ligne ?

Creating an engaging and inclusive environment is essential to encourage students to participate in online classes. Setting clear expectations and creating a safe environment are necessary for that. A clear outline of the purpose of the discussion makes participation more frequent, and it will also assemble the quality of contributions. Of course, fostering an inclusive and respectful atmosphere is the only way to make students feel comfortable to express their opinions without fear of judgment.

In my experience, there is no one-size-fits-all approach when it comes to designing prompts. There are days (and students) where vague prompts can actually help drive conversation from the students' end towards a more structured discussion. This also lowers the entry barrier since the students are able to contribute even if they're not too confident. And then there are students (and days) where structured prompts may be needed to stimulate thought-provoking conversation and responses

Prompt design is important whether in a synchronous or asynchronous environment. When designing your prompts early in the class, I recommend facilitators call on participants to contribute to get them comfortable contributing. Once we start to get more participation, then I will open up to asking for volunteers but also set the standard that we will use the voluntold methodology if no one is participating.

1. Create and share a rubric with students (make it clear writing just anything won't count as participation) 2. Clarify who & how students respond to other posts 3. Shorten the posting timeframe (w/ 24 hours the replies are more topical, direct responses w/ less repeats) 4. Make it fun Students respond to peer w/ matching consonant in their first name. Post written in the different formats: blog post, advertisement, acrostic. Students create the initial feed/topic/Question! An assignment for a game or trivia, and then the other students respond to their post with answers. Flop it. Posts are questions, rather than information, and others must answer. Or students ask questions and the instructor answers. Instructor replies, feedback

During synchronous online discussions, the key here is the use of opportunities to respond. Planning for good questions to the group is very important. But it's also equally important to provide both reinforcing and thought provoking questions to their responses. In addition, providing them opportunities to break out using cooperative learning strategies is a great way to engage them. You can either assign a reporter, have them choose, or choose randomly. Just like walking around the classroom to monitor discussions and answer questions is important in a live setting, it's important to enter the groups to do the same.

When it comes to getting participants involved in virtual events, this is most important. We recommend having people on camera for smaller groups, so you must have your camera on. Early in the training, getting the participants to contribute to the conversation is important. I like to use some easy questions first just to get participants comfortable contributing, then slowly make the topics more complex, and vary how you ask for participants to contribute between volunteers and calling on people. One technique I set a standard for at the beginning of every event though, is if needed we will move to voluntold which means we ask for volunteers, but the crickets chirp too long I will then ask specific participants to contribute.

Ter uma atividade que não seja apenas moderadora, nos fóruns de discussões propostos aos alunos. O docente deve fazer parte das discussões, provocando aos alunos que pesquisem mais sobre os temas e também comentando as respostas.

I taught writing to young adults online during the pandemic & struggled to make my classrooms interactive. The practice that helped me & my learners the most was bringing flexibility to the class. My class had multiple writing prompts, texts/videos they were expected to respond to, & rubrics for how they would be assessed. Peer feedback proved to be a very meaningful & efficient tool to engage students- they felt accountable when their peer's grades were dependent on the feedback they gave to them in class. I also brought in the larger world into the classroom- we often started our online classes with one-min debates/ extempores/turncoats/100-word essays where learners were expected to discuss real-world issues around them

In my experience, effective student participation in online forums is challenging. Forums need a personal touch, which is hard in large groups. A strategy to counteract this involves instructors actively engaging in the forum, leading to one-on-one interactions rather than group discussions. This method is time-consuming and strays from the goal of sparking debates among students. The solution isn't in making forums work but in acknowledging their limitations. Dividing students into smaller groups of 2-5 creates a more natural setting for conversation, where engagement and listening happen organically. This approach fosters genuine dialogue and interaction, proving to be a more efficient and engaging method for online discussion.

A participação dos alunos em discussões online é essencial para o aprendizado colaborativo e o desenvolvimento de habilidades críticas. Ao criar um ambiente positivo e oferecer suporte aos alunos, você estará promovendo uma experiência de aprendizado mais rica e gratificante para todos. Com o seu apoio e orientação, os alunos se sentirão mais confiantes e motivados para participar de discussões online e compartilhar suas ideias.

Consideration of personality types is crucial when teaching or training virtually. Analytical people need time to process the question, while amiable people need time to gain confidence. It's more difficult to manage in virtual environments, but waiting is worth it for the diversity of responses. How I overcame the nervous silence. I would count to 30 in my head, set a timer on my phone, or call on the 4th or 5th person to raise their hand. Sometimes, I would even call on specific people even if I had some volunteers. This was only when participants could not see raised hands.