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E-learning – Pros & Challenges

Table of Contents

Pros of E-learning:

Challenges of e-learning:, conclusion:.

E-learning is super beneficial for students as well as teachers, especially in this COVID-19 pandemic situation. But it cannot be a sustainable alternative to classroom learning. It can only be used as a supplement. Moreover, internet access should be available to all, so that every student can utilize this opportunity.

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Discussions in Online Courses: Best Practices and Expectations

Details on discussions in online courses at EP, including benefits, best practices and examples for effective discussions, facilitating discussions, grading, recommended technologies, and more.

This page is also available as a DOCX file. Click the link below to download the file.

• Discussions in Online Courses: Best Practices and Expectations (DOCX)

The purpose of using discussions in an online course is to provide opportunities for students to interact with each other, the content, and the instructor. A discussion forum is a communication tool for dialogue in an online course. They can be initiated with a structured post and categorized along a message thread. Like in the face-to-face classroom, discussions can occur between any number of participants who either contribute informally or towards a grade in an online course. Discussions in online courses are primarily asynchronous, and participation is most often virtual.

This page provides details on discussions in online courses at EP, including:

• Benefits of discussions ,
• Best practices and examples for effective discussions ,
• Facilitating discussions ,
• Grading discussions ,
• Recommended technologies
• Top five tips for effective online discussions , and
• Sample discussion rubric

Benefits of Discussions

Discussions, when crafted and facilitated well, invoke higher-order thinking. Higher-order thinking skills go beyond basic observation of facts and memorization. They require distinguishing fact from fiction, synthesizing and evaluating information, clearly communicating, solving problems, and discovering truths. In discussion forums with higher-order prompts, the learner is an active processor of information. The learner is broadly engaged in deepening their understanding of the content and elaborating upon and interpreting information.

Discussions are beneficial because they can:

• Promote interaction between students within a learning community,
• Supplement content delivery,
• Offer opportunities to apply knowledge in a practical and meaningful way,
• Foster collaborative learning that adds a rich dimension to learning,
• Provide opportunities for in-depth, thoughtful reflection and responses, and
• Develop analytical skills and critical thinking skills.

Best Practices for Effective Discussions

The reality is, even with interesting discussion prompts, the same old routine can become tiresome to instructors and students alike. What we want to avoid is for discussions to feel like busywork. Therefore, it’s important to understand the best practices that enhance the effectiveness of discussion forums. See Appendix A for tips on how to facilitate discussion forums.

Some best practices follow:

• Discussions should be evaluative, creative, and innovative. For example, instructors may use a discussion forum as a way for students to post and evaluate course projects, products, or presentations. In this way, the discussion forum becomes a mechanism for peer-to-peer evaluation of course products, which is beneficial to the creator and the evaluator. Discussions can also be a way to extend course projects whereby students post deliverables and use a structured commenting method (I.e., 3C+Q) throughout the term (Butcher et al., 2021) .
• Discussions should model civil and constructive disagreement as a means of intellectual progress. For example, an instructor may use a discussion forum as a space to debate the ethical issues of software engineering, such as algorithmic bias. Students may be provided different roles or stances through the debate to encourage civil discourse.
• Discussions should connect to the learning material and provide a means to apply the learning. For example, in a data science class, a group discussion can be used to post initial responses to problems, and students peer-evaluate and provide feedback to these responses (Butcher et al., 2021). In this way, the discussion area is relevant to the learning, provides a chance to collaborate, and encourages exploration of ideas.
• Discussions should support the learning objectives. For example, discussions may not need to be a major source of interaction in a course. Other forms of interaction, such as collaborative group work on projects or assignments may better align to the learning objectives. Instructors should consider a variety of strategies to enable high-quality interaction in their course.

Facilitating Discussions

There are different expectations based on the roles within discussions in online courses. Students are active participants in the discussions, providing insights on their understanding of the course content and sharing ideas with one another. Instructors provide the parameters for interactions such as deadlines, frequency, and how discussions are evaluated. See Appendix A for tips on how to facilitate discussion forums.

The focus for instructors is to create opportunities for and encourage the continuation of peer-to-peer interactions. Instructors are expected to facilitate and guide the discussion in the right direction. A good guideline is that an instructor should foster but not dominate the discussion. Students interact more fluidly when the instructor isn’t excessively present (Blackmon, 2012). This approach does not mean that instructors should remove themselves entirely from discussion. Instructor presence is helpful for clarification of ideas and highly correlates to students’ motivation to learn, participation, and overall success and retention in the course (Hambacher, Ginn & Slater, 2018; Richardson et al., 2015).

Instructors are managers of discussions. Instructors are responsible for managing and guiding the discussions by ensuring that the tone and content is appropriate, and by providing feedback and grading on discussion posts, when appropriate. Discussions are a great place to provide extended learning resources and expand on the course content. Studies have shown that too many discussions in a course may lead to a lack of participation (Blackmon, 2012), so it is important to be judicious in the types and frequency of discussions. See Appendix B for recommended tools to facilitate and manage discussions.

Grading Discussions

Using rubrics to grade discussions..

Discussion expectations and criteria should be established and communicated to students early in the course. Create a rubric that clarifies both the quantitative and qualitative expectations for student participation in the discussion forums. Rubrics can be simple or complex depending on the discussion criteria.  

Quality and quantity.

The rubric should include guidance on the quality and length of posts. The quality of students’ posts can be determined by evidence of higher-order thinking skills such as critical thinking, analysis, the strength of argument, application, and synthesis of concepts. The quantity of posts can be determined by the instructor. The most common method is to require students to post an initial reply followed by one or two responses to peers. To make these responses and replies meaningful, instructors can implement a framework by which students can follow.

Student interactions.

Engagement can be graded by the frequency and quality of interactions with classmates and can be enhanced by frameworks such as the 3CQ to help students learn to advance discussions. In the 3C+Q models, the student reply must include a compliment, a comment, a connection (3C), and a question (Q).

See Appendix B for an example of a rubric for grading discussions.

Recommended Technologies

Canvas Discussions

The discussion tool in Canvas is a common way to manage and facilitate discussions. Students can post and respond to threads. Instructors can require students to post before seeing other posts. Instructors can easily manage the quality and quantity of discussions and post grades to the gradebook using SpeedGrader .

Microsoft Teams

Microsoft Teams is a collaboration tool that is part of the Office 365 suite of services provided by JHU. Teams enables local and remote students, faculty, and staff to chat and work together in real and near-real time. It is fully integrated with Office 365 as well as native Microsoft Office applications.

With Teams, you get instant access to everything needed for collaboration including content, tools, people, conversations, and built-in access to OneNote, OneDrive, and Microsoft Office apps.

• Signing Into Microsoft Teams
• Viewing Teams
• Creating and Joining Teams
• More Information About Using Teams At Hopkins

VoiceThread

A VoiceThread is a collaborative, interactive, multimedia slide show that holds images, documents, and videos. It allows people to navigate through the pages and leave comments in different ways: using voice (with a microphone or telephone), text, or video (via a webcam).  VoiceThread has two distinct advantages for classes that are communicating and collaborating across counties, countries, or continents:

• VoiceThread is Asynchronous:  That means that users can work on and enjoy VoiceThread presentations at any time—even if their classmates are sleeping across the country. VoiceThread will allow you to play back recorded comments in the order they were left by other, allowing you to watch the entire conversation unfold, in a short amount of time, even if the comments were recorded hours apart.
• VoiceThread is Engaging: Sometimes working with partners or writing responses on a traditional discussion board can be a little dry.  After all, email and discussion boards are nothing more than written text. VoiceThread gives users visual stimulus to talk about and has the distinct advantage of being able to hear one another speak. This makes digital communication through VoiceThread much more personal.

Top Five Tips for Effective Online Discussions

• Consider using a real student example from a previous term (with permission and name withheld).
• Provide examples of products if required for the activity.
• Jigsaw prompts : Students are organized into “jigsaw” groups. Each student is assigned content then reorganized into “expert” groups containing one member from each jigsaw group. The “expert” group works together to organize and present information.
• Snowball prompts : Discussions begin in pairs, responding to a discussion question only with a single partner, then join another pair to continue the discussion until the entire class is joined in one large discussion.
• Compliment: I appreciate that….
• Comment: I agree with that… I disagree because….
• Connection: I also thought….
• Question: I wonder why….
• Provide students opportunities to moderate the discussions with instructor guidance.
• Students select one week in which they would like to moderate the discussion.
• Instructor facilitates for the first few weeks, modeling the role that students would later assume.
• Provide moderators guidance on best-practice strategies for focusing, maintaining, and extending discussions or use techniques of their choosing.
• Group students into subsections of six to eight students.
• Create a separate but parallel discussion forum for each subsection.
• Assign each group a unique or conflicting perspective.
• First responder/initiator: initiates the conversation, provides guidelines, facilitates
• Connector: ensures structure of discussions and connects ideas
• Synthesizer: summarizes the main points, addresses misconceptions to provide clarity, and highlights concepts that were overlooked in the discussions.

Sample Discussion Rubric

From 635.483: E-Business: Models, Architecture, Technology, and Infrastructure

There are Discussion Questions in every module of the course. Refer to the specific module for instructions regarding each Discussion Question.

You are required to provide a Discussion Question Response and respond to at least two classmates’ threads by the end of each module . To facilitate this, it is recommended that you post your response to the prompt by Day 5 of the module to give your classmates enough time to respond to your post by the end of the module.

You will submit each discussion by clicking the Module # Discussion located in the specific module. This will then take you to the discussion forum. Each student is expected to create his or her OWN THREAD.

Please use the following for naming the threads: ‘lastname.title of post’ (your discretion).

You are also expected to respond to other students’ threads. While responding to your classmates’ discussion points, make sure to analyze and compare their thoughts with yours. It would be a good practice to brainstorm some technical innovations that would be required for the classmate’s predictions or vision to come true.

Plagiarism is defined as taking the words, ideas, or thoughts of another and representing them as one’s own. If you use the ideas of another, provide a complete citation in the source work; if you use the words of another, present the words in the correct quotation notation (indentation or enclosed in quotation marks, as appropriate) and include a complete citation to the source.

Discussion Grading Rubric

This rubric assumes the student expresses opinions and ideas in a clear and concise manner, using normal and reasonable spelling and grammar, with minimal error. Posts not meeting this standard will have the grade adjusted downward as appropriate.

Student Role

• Threads should have unique titles – include your name.
• Post early and often, three or more times for a maximal score – quality and quantity are both important.
• If you are working for an A in the course, then you should aim for a discussion average of 9.
• If you are working for a B in the course, then you should aim for a discussion average of 5.

Instructor Role

As stated above in the grading rubric, I will be providing feedback on the quality of your response to the original discussion question. I will not be responding to each post in the discussion forum but please know I am reading and keeping an eye for the direction the discussion is taking. If needed, I may provide some expertise to help guide the discussion.

Afify, M. K. (2019). The influence of group size in the asynchronous online discussions on the development of critical thinking skills, and on improving students’ performance in online discussion forum. International Journal of Emerging Technologies in Learning, 14(5), 132-152

Blackmon, Stephanie. (2012). Outcomes of Chat and Discussion Board Use in Online Learning: A Research Synthesis. Journal of Educators Online. 9. 10.9743/JEO.2012.2.4.

Butcher, S., Buchanan, B., Owuor, J., & Magruder, E. O. (n.d.). Effective Discussions in Online Courses [Video]. https://facultyforward.jhu.edu/faculty-forward-webinar-archives/

Dailey-Hebert, A. (2018). Maximizing interactivity in online learning: Moving beyond discussion boards. Journal of Educators Online, 15(3), 65-90.

Hambacher, E., Ginn, K. & Slater, K. (2018). Letting students lead: Preservice teachers’ experiences of learning in online discussions. Journal of Digital Learning in Teacher Education, 34(3), 151-165 doi: 10.1080/21532974.2018.1453893

Oztok, M. (2016). Reconceptualizing the pedagogical value of student facilitation. Interactive Learning Environments, 24(1), 85-95.

Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2123

Smith, T. W. (2019). Making the Most of Online Discussion: A Retrospective Analysis. International Journal of Teaching and Learning in Higher Education, 31(1), 21-31.

Swartzwelder, K., Murphy, J., & Murphy, G. (2019). The impact of text-based and video discussions on student engagement and interactivity in an online course.  The Journal of Educators Online, 16(1)

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Pros and Cons of E-learning

September 27, 2023

Discuss the advantages and disadvantages of E-learning

Read about the topic “Pros and Cons of E-learning” and prepare for your Group Discussion rounds.

Page Highlights:

• Pros of e-learning
• Cons of e-learning

Extempore Topic: Pros and Cons of E-Learning

About the topic:-.

The E-learning platform allows students to access their classes from anywhere via a computer. Today several platforms offer online education. Their courses include upskilling courses, academic courses, coding courses, and more. E-learning has many pros as well as cons.

Pros of E-learning:

• The availability of recorded lectures allows the learners to rewatch the content.
• No need to commute to any institution.
• We can access the courses from anywhere.
• It allows a flexible schedule where one can learn at a time of their convenience.
• E-learning promotes a habit of self-paced learning. 

In today’s fast-paced world, E-learning is becoming the new norm. It allows people, especially those who are working a regular job to engage in upskilling their skills. For individuals who want to enhance their skillsets and get better job opportunities, e-learning provides massive opportunities.

Cons of E-learning:-

• It demands heavy self-discipline from the learner such that they can sit and attend their online classes.
• E-learning is not accessible to everyone. 
• Not everyone has the same access to computers and the internet, which is required for attending online learning.
• E-learning is not inclusive, as many individuals need special or one on one attention from a mentor to understand the course matter.
• It does not give the users any networking opportunities.

E-learning is available to a selected part of society. Not everyone has the means to attend online classes. Accessibility to the internet and computers is not universal. Thus, e-learning and e-learning platforms need to get more inclusive.

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6. Effective Online Discussions

Introduction.

This chapter will provide the learner with an overview of online discussion management approaches, pedagogy, best practices, and tactics. It also looks at advanced methods of online discussions that help advance student learning to new levels.

CHAPTER OBJECTIVES

After reading and reviewing this chapter, you should be able to:

• List benefits of online education
• Analyze how online discussions can expand learning opportunities
• Understand how instructor presence can affect discussion quality
• Evaluate a list of strategies that promote high quality online discussions
• Analyze which strategies would work best in your own online discussions
• Learn ways of promoting active, engaging and advanced discussions between the students
• Evaluate methods of pushing student learning in subtle ways
• Analyze Advanced Discussion Methods for creating unique learning experiences

CHAPTER SECTIONS

Benefits of online discussions.

• Instructor Presence
• Strategies for Quality
• Advancing the Discussions
• End of Chapter Resources

Section 1: Benefits of Online Discussions

By Deakin University

Introduction  

There are many benefits to having online discussions even in a face-to-face (f2f) course. From fully f2f to blended to fully online, the students can expand their learning outside the classroom through interactive dialogue with their peers and the instructor. An online discussion is very similar to a f2f talk in that they require moderation and active management by the instructor, preparation time, and summarization of the concepts covered. In this learning guide an online discussion is defined as communication between instructors and students using interactive communication tools. These tools can take many forms, from chat sessions, to discussion forums, to video chat. The value of the online discussion is that even those students who are shy and timid can find the time to express their views, and more in-depth dialogue between students-students can occur.

• Work Quality . If the instructor makes the expectations and requirements clear then, given that students have time to reflect on their discussion contributions before posting, they can offer more resources and interesting facts than they could in a f2f talk on the same topic, thus increasing the quality of the discussions.
• Preparation. In a f2f discussion the students may or may not have prepared or read the material, but in online discussions they always have time to look up the information and study the item prior to posting a response about it, particularly useful for ESL students who may need extra time to prepare in advance of discussions.
• Netiquette . In the new millennium we are all faced with having to learn a whole new set of social communica- tion skills: how to politely discuss topics in the online format. The instructor is integral in helping the students find their online voices and personalities in a polite and socially acceptable manner that is conducive to a warm and inviting learning community for all; a skill the students will use in their personal and professional lives too as technology for communication use expands.
• Writing Skills . If the instructor has high expectations on the quality of the writing that students post, then students will have the opportunity to improve on their writing skills. This can be an essential practice of writing for ESL students.
• Active Management . As the instructor follows student discussion threads, they can see misconceptions or logical errors and fallacies right as they occur and offer the information or guidance students need to stay on the right learning path in class.
• Equal Chances. In a f2f discussion there is limited time for everyone to talk; as soon the class discussion time is over, the discussion is over. The online format is a great place to continue the classroom discussions thus allowing all the students, even the shy or timid, a chance to have their say. This also allows students to participate at the same time in multiple lines of thought (threads) within the same discussion theme.
• Global Connections. Some online course discussions are conducted across different course sections at the same campus, or across several campuses, or even between the same course at two different universities in the same or different countries. These kinds of online global connections allow the students a chance to improve on their cultural perspectives and to network internationally.
• Expanding Classroom Learning . A classroom discussion can only last as long as the class hours allow and may take time away from lectures and other activities that the instructor needs to give to the students. Having online discussions on the course lectures allows the instructor to continue course discussions even once the f2f time is over. It can also be a great way for students to integrate learning from classroom lectures into discussion conducted online.

Many students have said that they write their posts in MS Word first to check for grammar and spelling before posting them to be viewed by other students. When asked why, some said they don’t mind making mistakes when submitting writing to the instructor as he/she is an expert in this area, so is used to seeing errors! When submitting threaded posts in the discussion forum however, they feel their writing should be as flawless as possible so their peers will think well of them. – Triona Finucane

Tweet Chat: #virtuolearn

Look over the listed benefits of online discussions. Which do you feel would most apply to your course and why?

Section 2: Instructor Presence

A commonly held myth is that technology could replace the instructor, or that online learning does not need an instructor. In reality the instructor is as much of a requirement in online learning as in face-to-face (f2f) learning, just in different ways. The role of the instructor changes from a learning guide to a learning facilitator, and the presence of the instructor to support learning in the online delivery mode is essential to student satisfaction.

There is no one-size-fits-all approach to when an instructor should use online discussions, how often, and how much they should interact within the discussions. The instructor should evaluate their students’ needs on a case-by-case basis. For example, how often the instructor ought to reply in the online discussion forums can vary based on a great many factors, such as:

• Level of the students: New students and beginners may require more interaction than higher level or graduate students, who may prefer to lead the discussion themselves and to learn from each other as much as from the instructor.
• Topic : Some topics might require more management and guidance by the instructor than others.
• Discussion type : You will learn of different kinds of discussions that can be utilized, and different ones would require different levels of interaction by the instructor.

What the Research Says  

Research supports two interesting results that could conflict with each other in practice; that instructor presence is key to student satisfaction,and that too much interaction and posting by the instructor in discussions can lead to reduced posting by the students (Wang and Liang, 2011).

Students claim higher satisfaction in courses that have higher instructor presence and availability (Picciano, 2002; Richardson & Swan, 2003;  Shea, Li, & Pickett, 2006;  Blau, 2009).   On the other hand, because the instructor    is considered an authoritarian figure (Rourke & Anderson, 2002), studies have found that the sooner, and more often, an instructor posted in the discussion forums, then the less frequent and shorter were the posts by the students (Dennen, 2005, Mazzolini & Maddison, 2003). Students require some time to start and to feel confident in expressing their views with each other before the instructor begins to interact with them, otherwise they will just reply to the instructor, and not to each other (Wang and Liang, 2011).

Directed Tactics

Wang and Liang (2011) outlined several methods specifically focused on dealing with this dilemma:

• Regulating: The course designer can help regulate student interactions by creating and implementing clear rules and policies related to the discussion board posts and replies. This includes quantitative rules about how often to post, by when, and to whom. It also includes qualitative rules about the content and quality of the posts and replies.
• Inviting: The instructor makes it clear to the student how to contact them for help, guidance, questions, and support on the discussion topics. This can be a separate online forum for building discussions between the instructor and students, which is away from the course topic discussions in which the instructor hopes the students will teach each other. This is often called the ’Virtual Office.’
• Summarizing: The instructor is integral in summarizing the student discussions and going over main points and important conclusions. Putting in direct examples from the discussion is very useful and gives credit to high quality interactions. This helps the students in summarizing their own learning, as well as lets them know clearly that they were being monitored throughout the process.
• Assessing : Formative assessments and feedback help students to improve their performance during the course. Offering feedback on the quality of the posts with examples of expectations helps students to meet the instructor’s expectations and to improve on the quality of their interactions with their peers.
• Counseling : The instructor should let the students know they are there to support them, and be in frequent contact with the student through means other than just the discussion forums.  They can send out updates  by email and give students many ways to contact them, through a special instructor-student Virtual Office discussion forum (as outlined in #2) in the course, by email, phone, chat, in person-to-person office hours, and any other means of communication the instructor is able to offer students.

Avoiding Burnout  

In the f2f classroom, the instructor manages 20+ students in a discussion at the same time, in one hour, and then is done. In the online discussions the conversations can go on longer, expand and break up into multiple conversation lines, and the instructor may begin to feel overwhelmed by the number of replies they need to manage. Here are some tips and tricks to managing online discussions that avoid work overload:

• Save save save! If you write up a thoughtful, well supported and referenced reply on a given topic, chances are you will use it again the next time you teach that same topic and course. Save it in a file to be reused. Save anything you might reuse, and save yourself time in the future.
• Example 1 : Hello John, Jane, Mary and Susan. You have some interesting points about XX, and also about XX. Have you considered XX? What do you think?
• Example 2: Hello John. I see you are discussing the same topic as I replied to Mary with some interesting facts and sources. Check that out, and reply to let us know what you think.
• Set Work Hours . Online discussions are always there. It can invade the rest of your life until you find you are logging into the course far too often. Set specific hours when you will login into your online course and check the discussions, and stick to that schedule. Try to not login outside those set hours to avoid burnout.
• Quality vs. Quantity : Replying to all students in the course with fluff and low quality replies is far less advantageous to their learning than making a few directed, specific, and high quality replies. Make it clear to students that a reply to one student is always open to discussion by the entire class.
• Pick Your Battles. Don’t spend hours writing up a thoughtful, in-depth tutorial, post, or help guide unless you can reuse it with other students in the future; try to find the same thing online already written and give them that link instead. Finally, don’t spend hours on thoughtful feedback for a student’s post where the student very clearly did not spend even five minutes writing it.

Review the directed tactics in this section. Which do you think would be hardest to implement and why? Which do you feel would be most essential?

Section 3: Strategies for Quality

Video: Managing Online Discussions

By The University of New South Wales

Here we provide a list of strategies and methods that help improve the quality of online learning discussions.

Make the Discussion Post Directions Clear and Concise. For example, specify the minimum words or referencing required, and clearly state the due date. Create a high quality discussion question that requires they use critical thinking to integrate course concepts in place of just listing out answers they can copy online.

Make the Value Clear. Explain at the start of the course the reason and value of the discussions, and outline the discussion methods you will use. If students perceive the value they will make them a priority.

Make it Worth Something. If it is not graded,  students are not likely to give  it enough attention.  Discussion  can be an important and integral part of student learning and writing practice. Make both the initial posts and  their participation replies an adequate percent of the total grade. Experts in the field recommend that discussion participation should equal anywhere from 10-30% of the entire grade if students are to take them seriously.

Clearly State Participation Requirements. Many instructors will specify the minimum number of replies each student should make, how many days a week posts and replies should be made on (to show attendance), and the level of quality the reply content should have (meaning replies of just ’I agree’ and nothing more are not counted as participation). It is very useful to give students examples of what a high quality reply should look like. Giving students a grading rubric that outlines what is expected and how they will be graded allows them to meet the instructor’s expectations.

Promote Interactive Feedback: The instructor should outline that substantive feedback is required for participation points (such as replies of ’I Agree’ and nothing more will not constitute a part of graded participation). Note that not all replies will be substantive, and sometimes all we need to say is “Great job, I agree.” Don’t discourage this kind of positive support, just inform students that they must also have a minimum number of substantive replies as well. Giving students examples of what substantive feedback looks like can help them interact at the discussions in an advanced way. Substantive feedback usually includes one or more of the following elements:

•      Asking questions about the original post

•      Pointing out (respectfully) possible errors in the original post, and offering up a source of information on the topic for further discussion

•      Sharing of links, videos, and other online resources on the topic to expand further discussion

•      Sharing of personal experiences relevant to the topic

•      Respectfully disagreeing, and then sharing an alternative viewpoint

•      Using reliable support, facts, and information to support arguments and points

Create a Permanent Discussion Schedule. A professor can schedule regular and consistent start and end dates  of discussions to keep students on track. Setting early due dates on the posts allows students enough time to reply before the end of the discussions. Making the discussion schedule a permanent part of the syllabus allows students to plan their time effectively.

Lead by Example. If you expect students to make posts and replies at least three days of the week, so should the professor as the model. The instructor’s posts should be high quality, referenced, and academic, thus becoming a guide of what is expected.

•      Example : Always make the initial discussion post due on Tuesdays by midnight and the replies due on three days of the week, the final ones in by Sunday night. These permanent due dates week after week help to keep the students organized and able to meet the deadlines.

Alleviate Isolation and Distance. In blended or online learning, students may feel less socially connected to the instructor and course which can lead to higher dropout rates. See the section in this chapter on Building a Learning Community for tips on reducing this.

Encourage Dialogues. Avoid dominating the conversation or telling students ’how it is’ and instead guide learning in appropriate directions through the Advancing Discussion tactics covered in this chapter. Manage dominate students so that timid ones feel they have the space to share.

Appropriate Group Size . Research shows that groups of less than eight people will probably stagnate from lack of interaction, but so too will groups over 15 people as students feel overwhelmed by the number of posts in the forum. If the course numbers allow it, then create smaller discussion groups of 10-15 people. A good tactic is to then employ the ’Cross-pollination’ method discussed in this module.

Mid and End of discussion Summaries. Halfway through a discussion post a review of general conclusions being made by students, as well as to clarify any misconceptions and to keep students on track. Post an end-of-discussion summary to wrap up all of the main points and to make important conclusions the students may not have yet realized.

Align Discussions with Learning Outcomes . Design the discussion questions such that they relate directly back to the course learning outcomes. This way the students are spending their limited time on focused and useful discussions relevant to course learning goals.

In cases where a large majority or most of the students in the course are second-language speakers, this can present a unique challenge for the instructor. The instructor may need to spend a bit more time supporting students in the discussions, or offering summaries of new words and expressions learned via email after the discussions.

The instructor can do pre-discussion work with the students to prepare them for the discussion language needs in advance, such as with a vocabulary exercise, activity, or tutorial on the required vocabulary and expressions that will be required in the upcoming discussions. These tutorials, help sheets, and vocabulary lists can also be posted online in the discussions or learning management system (LMS) where the discussions will take place, allowing for a quick review by students when necessary. Finally, create a glossary of terms in the course, which will be essential so that students can refer often to it when unsure of the language used in the forums.

Review the strategies in this section. Which would best support student learning? How? Which are best suited to your content area in education?

Section 4:  Advancing the Discussions

By Dr. Bonk, Indiana University

As we have read in previous sections, the instructor must find a special balance between being too interactive and not being interactive enough. Following are some indirect ways of pushing and advancing student learning in the discussions without always appearing to be directing them.

Questioning Strategies: There are a variety of questioning strategies, such as Socratic questioning, that allow the instructor to help push student learning in online courses. The idea is that through asking the students specific questions about what they say, they will eventually lead themselves to the right answer. The following research paper covers these strategies in detail.

Lead the Horse to Water: You will quickly note that some students have missed the point, missed a needed conclusion, have a misconception, or just do not know their facts. This could be due to prior learning that is a barrier to them learning new information, due to them just reading an erroneous source online, or because they did not prepare for class. It is important to catch these discussion errors and moderate them early so that other students in the same course are not also erroneously led along the same logical fallacies. The problem, though, always rests in that people do not like to be told they are wrong. If you reply “that is wrong” the student is likely to feel publicly attacked in front of their peers and will either become defensive, or close up and not post anything more. Therefore, there are more subtle and indirect ways of leading the student to the right information without directly telling them.

Example : John writes “Climate change is just a hoax propagated by crazy environmentalists that want to prohibit the smooth running of our economy.”

Problems with the post: Hearsay. Unfounded. Jargon. Not academic. Claims without support. False information contrary to what experts in the field and the textbook say. The issue, though, is that climate change is a sensitive and heated subject. The professor would need to find an innovative indirect way of getting the student to learn the right material on their own because telling them is probably going to make them angry or defensive.

Ways the instructor might reply:

• Hello John. Thank you for your post. You made some claims but did not offer support or facts to back them up. Can you reply to me here with some specific facts and resources to support your points? What does our book say on the topic?
• Hello John. Thank you for your post. I would like to direct you to pg XX in our textbook. Read that page. What does the author say on this topic? What do you think?
• Hello John. Thank you for your post. I think that NASA has some very interesting data concerning climate change. Take a look at this link and tell me what you think? http ://c lima te.n asa. gov/

Create Connections: Reply to student threads with useful resources, information, and relevant topics that help them connect their learning.

• You wrote about X, and at this weblink/online-resource they say X, what do you think?
• This reminds me of. . .
• Did you see that X wrote on this, what did you think of his/her conclusions?
• Go view this X thread, as it relates to what you say here on X. . .
• I see you talked about X, how does that relate to X on pg X of our book?
• See this X thread/link/news as it is relevant to what you say about X. . .

Advanced Discussion Methods to Expand Learning

Following are some advanced techniques for really pushing student learning to new and higher levels of understand- ing. They help take a boring, simple discussion and make it more interesting, fun, interactive, and meaningful for students.

• The instructor may start the students on a simple discussion question that only requires lower levels of thinking, such as knowledge (remembering) and comprehension (understanding) (Bloom’s Taxonomy).
• This starts the discussion on a lower level of learning so that students begin to build their knowledge and thoughts on the topic.
• The instructor posts and emails a summary of that discussion.
• Then a second discussion question, due a few days later, may demand them to integrate and apply the knowledge from the first one in a more complex way.
• Then a third discussion question may advance this learning strategy further, or require them to summarize, integrate, and analyze what they have learned even further.
• Middle East Studies Course: The instructor assigns students to be different country leaders in the Middle East, the students study the politics of their assigned country, and then have an online ’United Nations Peace Conference’ in the discussion forums concerning conflicts over land and water rights.
• Educational Psychology Course : The instructor assigns students to be different famous educa- tional psychologists from different eras and/or disciplines. Students study up on the views and research of their psychologist, and then in the forums ’acts out’ that person’s views on specific questions or debates.
• Environmental Science Course : The instructor creates a role-play about use of pesticides in a small community. Students are given different roles, such as the concerned house mom, the business owner that sells the chemicals, or the corporation manager that exports the chemicals. They then interact through questions and concerns about the chemicals and learn about different stakeholder interests.
• The instructor creates a discussion forum on a given topic, and assigns students to list one fact and one web resource on the topic.
• A few days later, the students might then participate in a second forum in which they summarize the information generated in the first one.
• The students might then be required to complete a project, paper, or essay on the topic using at least three of the things they learned about during the data-driven discussions.
• This scaffolds their learning and also ensures they use more reputable/approved sources of knowl- edge because the instructor had a chance to review them in advance.
• Web 2.0: Many online Web 2.0 tools can be used to create fun and interactive online discussions. For example, Twitter is often used as a live synchronous ’Tweet Chat’ where a question is asked and the participants respond to the hashtag with comments and thoughts.
• The instructor creates a schedule of important key course topics. This could, for example, take the form of one topic per week of the
• The students then sign up during the first week to lead one weekly online
• They are given clear, concise, and precise guidelines on how to prepare for their leadership week. These directions should include a grading rubric outlining how their work and participation will be assessed.
• A week prior to their leadership week, the instructor connects with them either f2f or online to discuss their The student is in charge of designing the weekly discussion question, but the instructor should review it prior to the student posting it.
• On the prescribed week, the student posts the initial discussion question and is then the leader for that topic, helping to guide and advance the discussion. They are expected to show that they are a leader/expert in that particular
• The instructor would moderate and interact as well, but more in the backseat, leaving the student to complete their leadership
• This is an alternative assessment measurement method that can be easily and conveniently assigned to any
• In a blended course the instructor may introduce key discussion topics in the classroom, get the discussion started, and then continue it in the online
• In the learning management system (LMS) for the course, the instructor then creates smaller groups of 5-10 people and has them start on a specific question related to the classroom discussions and lectures. The instructor may even vary the question slightly from group to group so that different people obtain different conclusions and
• Then, after a given time, the instructor changes the groups and puts students into new groups, and continues the same discussion questions, but now with slightly modified group
• The instructor may do this several times, and slowly the ideas of everyone will cross-pollinate across the groups, but done so through smaller learning sessions easier for the students to

Online discussions can just be a place to answer some questions and get some points or they can form a part of a transformative learning process for students to enhance their knowledge of the topic through social learning. In a transformative experience one is forced to question his or her thinking, to integrate new information, and to (hope- fully) create new conclusions and thinking processes that include the newly learned information. Through creating high quality discussion questions that engage students, and asking them to think beyond the normal boundaries they are used to, and then moderating interactive and substantive online discussions, the instructor can help students achieve higher levels of learning both inside and outside the face-to-face classroom.

Review the advanced discussion methods section from the text. Which of the techniques appeals to your teaching philosophy and why? Are some approaches best suited to some learning processes over others, such as inquiry-based learning or project-based learning? Which suit which? Why?

End-of-Chapter Resources

Critical thinking.

• Think of a topic you that would be appropriate for an online discussion. Write down the goals of the unit or activity. Then develop three questions that map directly back to the overall learning goals, and that will help guide your students to comprehensively address the topic.
• Choose two ’directed tactics’ and two ’avoiding burnout’ tactics from this section, and discuss how you might employ each in your course discussions.
• Using the three questions you developed in the first critical thinking question, develop guidelines, policies and a rubric that would help students engage in the discussion and support learning success.

CHAPTER TASK

Chapter Task

Review the Advanced Discussion methods in this chapter. Take your work from the critical thinking questions and expand on it. Use each of the critical thinking questions to guide you though the design of one advanced discussion method to implement into your classroom.

Be sure to include the directions students would need, the grading rubric, resources required, requirements, policies, and other information the students would need to be successful.

RECOMMENDED RESOURCES

The World Cafe : http ://w ww.t hewo rldc afe. com/

Critical Thinking in Asynchronous Discussions: http ://w ww.i tdl. org/ Jour nal/ Jun_ 05/a rtic le02 .htm

Bedi, L. (2008).  Best practices of faculty in facilitating online asynchronous discussions for higher student satisfaction . U21Global.

Blau, P. G. (2009). Online teaching effectiveness: A tale of two instructors. International review of research in open and distance learning , 10(3), 1-27.

Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Educatio n, 26(1), 127-148.

Massolini, M., & Maddison, S. (2007). When to jump in: The role of the instructor in online discussion forums.

Computers Education , 49(2), 193-213.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: John Wiley Sons, Inc.

Picciano, A., G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Asynchronous Learning Networks , 6(1), 21-40.

Rourke, L., & Anderson, T. (2002). Exploring social interaction in computer conferencing. Interactive Learning Research , 13(3), 257-273.

Richardson, J., C., and Swan, K., P. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Asynchronous Learning Networks, 7(1), 68-88.

Shea, P. J., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education , 9(3), 175-190.

Simonson, M., & Schlosser, L. A. (2006). Distance education: Definition and glossary of term (2nd Ed) . Greenwich Connecticut: Information Age Publishing.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. (4th ed). New York: Pearson.

Wang, Y. M., & Chen, D. V. (2008). Essential elements in designing online discussions to promote cognitive presence—A practical experience. Asynchronous Learning Networks , 12(3-4), 157-177.

Wang, Y. M., & Chen, D. V. (2011). Overcoming the dilemma of instructor presence in student-centered online discussions. Journal of Educational Multimedia and Hypermedia (2011), 20(4), 425-438.

• Virtual Learning Design & Delivery. Authored by : Michelle Rogers-Estable, Cathy Cavanaugh, Michael Simonson, Triona Finucane, Andrew McIntosh. Located at : https://www.ck12.org/user:bWVzdGFibGUzN2VkdUBnbWFpbC5jb20./book/Virtual-Learning-Design-and-Delivery/ . Project : Virtual Learning Design & Delivery. License : CC BY-NC: Attribution-NonCommercial

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Facilitating asynchronous online discussions

How this will help:

Group dynamics are a key part of facilitating meaningful discussions with students, both face to face and online. For this collaborative space to exist online, the instructor must know how to read the group using only written communication. Large and small group discussions are possible to conduct in distance education and they require a skilled facilitator.

In a face-to-face class, group discussions are frequently used to encourage students to encourage connection and critical thinking. Asynchronous discussions are used similarly in online courses. The goal of any discussion is for learners to engage in reflection, investigation, and application of core course concepts. Discussions are also an excellent way to build a classroom community through interaction with peers and you as the instructor. In addition, they act as a way to assess how well students are progressing in the content. Tools to host asynchronous discussions may include Canvas, Piazza, Annotate and more. If you aren’t familiar with the mechanics of a discussion board, we’d recommend you start with some technical resources.

Depending on how the course was designed, discussions can take different forms. Some courses have a single weekly discussion topic, or multiple topics. These discussions can be organized in forums for better management and to keep learners focused on a particular subject. If you are working in this course as a facilitator, it’s likely that your discussion prompts have already been designed prior to the course starting. If this is a new course for you, a great place to start is to familiarize yourself with the overall structure and cadence of how discussions may be used in the course.

Discussions can be used for various instructional purposes and formats, such as:

• Small breakout discussions where students work together to answer a critical question as a group assignment.
• Students posting their individual responses to a question, and in turn responding to two or three other students.
• Using an annotation tool, students collaboratively read an article. They can then collaboratively comment on areas of the article.
• You have created a thread in the discussion board where you answer frequently asked questions for the week.
• There is a guest speaker this week! They join your discussion board to interact with the students in a Q&A format.
• Each student has a private discussion thread that they use as a journal for the course.

Facilitating meaningful online discussions is rooted in creating a climate of respect, encouraging student exploration, and instructor presence. The four major principles below outline how to foster an online environment that is supportive of meaningful discussions.

Principles for cultivating successful discussions

• Create cultural norms (netiquette, rubrics, introductions): In a face-to-face setting, you may use a combination of explicit techniques to create a climate in your classroom (statements in your syllabus, in-class verbal descriptions), but there are also implicit norms that are shaped through interpersonal interaction both between students and between student-instructor. Because the implicit norms are harder to capture in the beginning of an online course, it’s a good idea to find ways to make all expectations clear at the start of the course. Social norms can also be crowd-sourced with students – this can be a great way to build a community and help give participants a sense of ownership in the course. Model the type of behavior you want students to demonstrate – if you are looking for students to be reflective in their posts, demonstrate what that should look like in a post of your own.
• Be explicit about your expectations for the learning environment you are hoping to create. This includes formal and informal communications. What title should students use for you? How will you refer to students?
• Specify spaces and forms for formal and informal communications. Create a discussion forum for off-topic conversations for (and with) students, and direct conversations there if necessary.
• Model the behavior you want students to exhibit.
• While we frequently jump to critique when reading others’ writing, keep in mind that particularly in a discussion, critique alone can disrupt the flow of a conversation. In addition, discussion boards are public to all students. Save strong critiques for private correspondence. 
• Use students’ names. It may seem like a small thing, but referring to a learner by name can help build community and establish your presence in a course.
• While you find that you enjoy an active participation in a discussion thread, consider your role as a facilitator to connect students to each other, rather than you as the expert voice.
• See more in Discussion Board Challenges.
• Create interactions to encourage critical thought: Like a face-to-face discussion, the purpose of discussions are often to push students’ thinking deeper and more critically about a topic. As the facilitator of an online discussion, you will have access to every participating student’s written thoughts on a topic.

Some tips :

• Find ways to connect students in the forum. If you notice that two students had complementary or conflicting points, connect them to spark conversation. For example: “B, I noticed that your perspective on Vygotsky’s learning theory highlights a different area than W’s. How would you respond to W’s critique of the theory?”

Practical tips

• This could be a first-time online experience for many participants. Make sure that both you and your students are comfortable using the discussion board. It can be really helpful to have a practice post. An introductory post from students at the beginning of the course can help troubleshoot technical issues in a low-stakes format. 
• Be clear with students about how much interaction you as the instructor will provide each week. Responding to every student posting in every discussion is oftentimes unrealistic. In a face-to-face class you wouldn’t be able to monitor every small group discussion. Instead, come up with a predictable strategy for participants. It may be to respond to one third of the class each week, or to engage with 2-3 small groups.
• Create a rubric for students so they understand what you expect from their weekly posts. Rubrics and requirements help guide students’ work and give an outline for what best practices are. Are these posts formal and require a specific citation style? Are students allowed (and/or encouraged) to contribute their less formal thoughts as well? Include a rubric for student responses as well.
• Online discussions can involve a significant time investment. Since the nature of distance learning is to be ‘on’ 24/7, it is important to structure time dedicated to participating in the discussion board. See more information on time management for facilitation .
• Save in a separate document common responses you might give – you can personalize them later, but will save you the time of re-writing common pieces of text.
• If time constraints are great a particular week, email a weekly summary or use office hours to acknowledge and comment on the discussion more broadly.
• In posts to participants, use their names and requested pronouns.
• Create a discussion section for off-topic conversations. Encourage learners to talk about non-classroom topics or even post a weekly off-topic conversation to connect students.
• In a weekly email or announcement, summarize highlights from the previous week’s discussion and preview what is coming up. You might even consider noting interesting threads to encourage students to visit.
• Be creative and personable in responses to students.
• This may seem obvious, but good questions can make a big difference. See Crafting Discussion Questions for more.
• Check out this infographic on the roles of a facilitator!

University of Michigan

LSA- Engaging students in online discussion

Other Resources

Carlton College – Activities to set classroom discussion environment

Educause- 10 tips for effective online discussions

University of Maine Systems- Facilitating online discussions

Alrushiedat, N., & Olfman, L. (2012). Anchored asynchronous online discussions: Facilitating participation and engagement in a blended environment. Proceedings of the Annual Hawaii International Conference on System Sciences . https://doi.org/10.1109/HICSS.2012.113

Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? the effect of instructor intervention on student participation in online discussion forums. Computers and Education , 40 (3), 237–253. https://doi.org/10.1016/S0360-1315(02)00129-X

Richardson, J. C., Caskurlu, S., & Ashby, I. (2018). Facilitating your own discussions [PDF file]. Retrieved from https://www.purdue.edu/innovativelearning/supporting-instruction/portal/files/8_Discussion_Board_Facilitation.pdf

Rovai, A. P. (2007). Facilitating online discussions effectively. Internet and Higher Education . https://doi.org/10.1016/j.iheduc.2006.10.001

Related Articles

Asynchronous tools and how to use them

Synchronous tools and how to use them

Time management in course facilitation

Tips and tricks for synchronous/videoconferencing sessions

Center for Innovative Teaching and Learning

Facilitating discussions online

Many tools are available to facilitate discussions and engagement in your online courses, but what are some techniques you could use to engage students in meaningful discussion? The following techniques for facilitating discussion will help you engage students while retaining some of the benefits of face-to-face meeting in online learning.

Online Discussion Boards

The first tool that comes to mind when we think about online discussions is generally the discussion board, but how can we use discussion boards effectively and encourage students to participate fully?

First, develop effective discussion prompts and questions that will spur students to respond. Make sure that the prompts you develop address what you want students to gain from the discussion. How does this discussion align with the learning objectives for your course? How will this discussion help your students reach those goals? This straightforward rubric from University of Connecticut may help you evaluate the efficacy of your discussion prompt.

Set clear parameters for participation in discussions. Consider using a grading rubric to establish expectations for quantity and quality of discussion posts and responses. Be sure to share this rubric with students before they are expected to participate so they have a clear idea of your standards. Be specific in regard to how, where, and when students should post. Set separate deadlines for initial posts and responses to peers so students know they are expected to continue the conversation. Also, provide modeling or examples of substantive responses to guide students. One example of discussion response guidelines is the “3C & Q” Model by Jenn Stewart-Mitchell .

Clearly define your role in the discussion. Will you be participating alongside students? Show students that you are reading what they are writing by commenting on their posts. You do not need to comment on every single post for every discussion, but choose a handful to which you will respond. You can provide extra information, pose a thought-provoking question, refocus the discussion if it veers off-track, ask students to clarify or elaborate on their ideas, or dispel misconceptions.

Provide students with timely feedback and grading. Use the grading rubric you shared with them to create an interactive rubric on Blackboard. This is the rubric you should use to grade students’ discussion participation. In addition to using the rubric to grade, add targeted feedback for each student within the grade center that praises what they did well and provides guidance for how they could improve ahead of the next discussion.

Synchronous Sessions

While discussion boards may be the tool we first think of regarding online discussions, you may also be considering how to spark discussion in your synchronous online classes. Try one or more of the following strategies to engage students in synchronous sessions.

Begin your synchronous class session with a check-in to gauge how students are doing. Something as simple as having them share an emoji or GIF to express their mood or state of mind can help you see how students are feeling and can help break the ice for future conversations.

Build in Discussion

Embed discussion questions into your lessons. If you are using PowerPoint or another presentation method to share slides, incorporate points to open up a dialogue with students. Rather than lecturing for an hour as the “sage on the stage,” provide opportunities for students to draw connections, express reactions, and engage with the course material.

As you plan your synchronous sessions, prepare students for what you will cover and what your expectations are for participation. Within the session, explain the relevance of the discussion to course outcomes. Consider posing questions that will elicit strong responses. For example, an either/or question that forces students to take a side on an issue. Alternatively, you could ask students to prepare their own open-ended discussion questions based on course readings or asynchronous lecture materials.

Multiple Ways to Participate

Give students different options for participating in the discussion. Encourage them to use their microphone or video to converse verbally. Allow them to use the chat thread to write their responses. Incorporate a whiteboard tool so students can type or write their thoughts directly on the screen. Use polls to engage students and as a springboard for further discussion. Provide a shared document to which students can contribute ideas. The more ways students can participate, the more voices and ideas will be represented.

Breakout Rooms

In face-to-face classes, small groups are a great way to encourage students to participate. In synchronous online classes, you can use breakout rooms to facilitate small group discussions. Before sorting students into breakout rooms, first make sure students know what they should be discussing. Then, establish group roles (e.g. a speaker to convey group ideas to the whole class, a writer to record the group’s conversation in a shared document, etc.). Once students have been sorted into breakout groups, navigate between the rooms, making note of students’ points as you observe their conversations. When you reconvene the entire class in the main room, call on students (by name or by group) to share what they discussed, and echo back some of the ideas you heard as you monitored the breakout groups.

Notable Tool: ULTRA Conversations

If you are using Blackboard ULTRA Course View, you have an additional way to engage students by enabling the Conversations tool on individual assignments, documents, tests, and links. If you decide to enable this tool, provide students with specific guidance just as you would for a discussion board or synchronous discussion. Encourage students to discuss the course content with you and their classmates, to ask for help with concepts they find difficult, to share helpful resources or strategies, and to answer their classmates’ questions. Be intentional about when you enable conversations, and be explicit concerning your expectations.

Using the tools at your disposal to facilitate online discussion and engagement, you can create a sense of community and incorporate some of the spirit of face-to-face classes into your online course. The techniques outlined here can help you achieve those goals while creating a richer learning experience for your students and a more fruitful teaching experience for yourself.

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6 Online Discussion Tools to Fuel Student Engagement

Topics:   Classroom Media & Tools Social & Emotional Learning Relationships & Communication Digital Citizenship

Give students a chance to connect with each other and be heard.

Creating a classroom community where meaningful conversations can happen isn't easy—it's an ongoing process that takes time. But using online discussion tools can be one great way to help your students build these skills. Plus, the ability to engage in online discussions responsibly is a great 21st-century skill in and of itself.

Online discussions often lead to better in-class discussions afterward—you know, the kind where students raise their hands and speak out loud. With online discussions, students have a chance to engage with each other virtually, often having their thoughts and opinions validated. Afterward, they're typically much more willing to share out loud in class and often share in thoughtful ways.

Still not convinced? Here are a few more reasons to consider using online discussions:

• Because comments are more permanent, students tend to think a bit more critically about what they say. 
• Especially for more introverted students, online discussions can be less intimidating than speaking in front of the class.
• It's easier for students to share dissenting opinions or "outside-the-box" ideas. 
• As students type responses, they often share more nuanced and compelling points. Plus, typed reponses are easier to use as formative assessments !
• Anonymous posting (though still teacher-moderated), a key feature with some discussion tools, can help erase the fear of public judgment or ridicule.
• Everyone has ample opportunities to be heard and connect with other classmates, ensuring equity among all voices in your classroom. 

If you're looking for an online discussion tool, you've got a variety of options. Here are a few top picks and teacher favorites:

Backchannel Chat

Price : $15/year/class; $299/year/school Platforms : Android, iOS, and web Grades : 6-12

Backchannel Chat's moderated online discussions are intended to engage students and encourage them to share. Think of it as a teacher-moderated, private version of Twitter, where students can discuss topics that might just transcend the virtual space. Setup is quick and easy: Teachers sign up, name their chat, and give students the URL. Students can join with only a name; no other personal information is required. Teachers can moderate discussions, remove messages, and "lock" the chat at any time.

Price : Free Platforms : Android, iOS Grades : K-12

Though "online discussion" may mean text responses to most, Flip's video-based responses also invite discussion. It's also a great way to involve students who are less comfortable with written language, and younger kids may especially love participating in Flip's playful video features. Depending on the purpose of the discussion, the combination of videos and comments might not be the format you're looking for, but between the cost (free!) and the accessibility features, it's definitely a tool to consider.

Kialo Edu

Price : Free Platforms : Web Grades : 7–12

Kialo Edu is a free platform designed to foster thoughtful debate and discussion. Students can browse for and participate in existing discussions or create their own. Once they've chosen a discussion, students then choose their side—pro or con—and add their own opinions via "claims." Kialo Edu is a good platform for teaching the importance of reasoned, respectful arguments when trying to persuade others. Most teachers likely will want to create private discussions limited to their students to focus on a curriculum- or class-related topic.

Price : Free Platforms : Web Grades : 4-12

NowComment is a document-annotation and -discussion platform that allows students to mark up and discuss texts. Upload a document (in any number of formats) to create an online discussion area. Paragraphs for text are numbered, with the document shown on the left and the comment panel on the right. You can control when students can comment on a document and when they can see each others' comments. For group projects or peer-reviewed activities, you can have students upload their own documents.

Price : Contact for pricing Platforms : iOS and web Grades : 3-12

Known mostly as an online plagiarism detector, Turnitin has some lesser-known tools, too, including a built-in discussion platform. While the discussion tool may not be as robust as some other choices, Turnitin's tool does offer anonymous posting and teacher-moderation options. Plus, if your students are already signed up and have accounts, getting started will be a cinch.

Price : Free Platforms : Web Grades : 6–12

YO Teach! is a backchannel web app teachers can use to create and moderate chat rooms for real-time student interaction. The admin features allow teachers to delete posts, mute students, control room access, and use the interactive features. Students can interact with teacher and peer posts by sharing text messages, replying to others' posts, voting, responding to polls, sharing and annotating pictures, and submitting drawings. YO Teach! can be an engaging way to encourage collaboration and social interaction among students.

Image courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.

I'm the Director of Marketing for Common Sense's Education platform. Prior to my work at Common Sense, I was an editor and classroom teacher. I'm an advocate for the creative, thoughtful, and responsible use of technology, and I thrive on sharing his knowledge, experience, and perspectives with others.

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• Equality, Inclusion, and Diversity , Online Education , Online Student Engagement

How to Make Your Virtual Discussions Engaging, Effective, and Equitable in Eight Steps

• October 2, 2020
• Jill Abney and Trey Conatser

This article is featured in the resource guide, Effective Online Teaching Strategies .

The perfect class discussion can feel like something of an alchemy. From the instructor’s preparation to the students’ personalities, many ingredients can enable or challenge the social construction of knowledge in a class community. As Jay Howard suggests, quality discussions require a great deal of planning and an understanding of social, emotional, and intellectual dynamics (Howard 2019). As we begin one of the most unusual semesters in the history of higher education, with institutions implementing a combination of remote, hybrid, and in-person instruction, it’s urgent to consider how we can facilitate meaningful discussions in virtual environments. In particular, if instructors used video conference software during the emergency remote teaching of the spring and summer, they may have experienced a ghost town of student reticence and awkward silences, and the occasional shuffle of video boxes like virtual tumbleweeds.

These challenges are understandable, but with practice there are some ways to reduce silence and uncertainty while bolstering engagement and equity in virtual discussions. If we’re open about trying new strategies, reflecting on them, and trying again, we can transform this moment into an opportunity to motivate and connect with our students.

1. Openly discuss how virtual discussions feel different than in-person discussions.

Teachers are likely accustomed to seeing many faces looking back at them, but for students, the interface may feel disorienting and intimidating. It’s useful to name the awkwardness as well as our own misgivings. Allowing space for students to work through their own thoughts and feelings about virtual discussion as a sort of meta-exercise also communicates that you value student input and a collaborative learning environment.

Virtual discussions also might feel more “managed” than what we’re accustomed to in the physical classroom, but these discussions also need more explicit direction. As Viji Sathy and Kelley A. Hogan remind us, “All students appreciate and thrive from additional structure, and some benefit disproportionately,” (Hogan and Sathy 2020). With practice, things will feel more natural. Be kind with yourself and your students, and continue to provide opportunities for reflection on how the discussions are going and how they can better support students’ learning.

2. Clearly establish the expectations and mechanics for virtual discussions.

This advice applies to any learning activity, of course, but in this case it’s important to attend to the unique aspects of the virtual format. Do you want students to use the “raise hand” feature to be called on? If not, should they identify themselves verbally before speaking? Even basic expectations such as self-muting can make virtual discussions go much more smoothly.

If a class meeting involves a mix of lecture and discussion, cue that shift explicitly, set a time frame, and let students know the specific goals of the discussion at hand. For example, do you want them to interpret a dataset? Should they aim to get a sense of how the class reacted to a reading? Or, will students pitch and critique solutions to a problem they’ve explored? If students don’t need to spend too much cognitive bandwidth on figuring out how to participate, the quality, frequency, and enthusiasm of their participation will rise dramatically.

3. Thoughtfully call on students to make for a more inclusive discussion.

Wait time is a useful teaching technique, but extended silences can sap the class’s energy, especially in virtual environments. Prepare students to expect that you’ll call on them, but in a way that is flexible and kind. Providing questions and prompts ahead of time makes calling on students feel less like an intimidating pop quiz and more like an extension of the thinking they’ve already begun.

While students may perceive that they don’t have anything to say, templates or guiding questions make visible the diverse ways of contributing, for example, “ What seems unclear about X is…,” “This reminds me of Y because…,” “I’m not sure but I think the first step is Z.” Discussions feel the most authentic when instructors acknowledge students’ ideas, weave them into the main discussion, and call back to them later when relevant. It’s also important for this approach to allow students to pass in the moment or indicate privately that they’d prefer not to speak.

4. Make space for all student voices.

Most video platforms allow for a text-based chat option as a sort of “public backchannel.” Let students know if you’ll check the chat for comments and questions. In terms of class management, written comments allow more students to participate at a given time, leading to a richer and more layered discussion. Students can scroll back to reread important ideas or catch up if they had to step away for a moment.

If attending to multiple channels of communication feels overwhelming, you can request chat participation at specific times instead of constantly monitoring throughout the meeting. Other cloud-based platforms such as the Google Suite or Office365 can provide a collaborative space for thinking during a discussion, and you can use the ideas articulated in these spaces as a jumping off point for further conversation, or to ask students to reflect on what they’ve done.

5. Recruit help in managing the virtual space.

It’s normal to feel intimidated by the amount of information to track during a virtual discussion. If you’re lucky enough to have a TA, they can help by monitoring the participants and chat window, bringing things to your attention at the right moment or preemptively responding to questions.

If you don’t have a TA, this can be a rotating responsibility among the students themselves, perhaps articulated formally as part of their participation grade, with the secondary effect of fostering communal rapport and advocacy among peers. Boosting the signal of a peer’s question or comment, perhaps with additional thoughts, provides students with additional opportunities for meaningful participation. It also encourages them to practice embedding their thoughts and questions in a larger context, a key skill for research and research-based communication.

6. Embrace forms of participation that do not involve live video.

For many instructors, it’s the real-time reactions, evident in people’s faces and postures, that lends energy to a class discussion. By requiring live video, however, we are asking to insert ourselves into potentially private spaces. If a student feels self-conscious about their visible surroundings, they may feel less comfortable contributing to the discussion. We may look to video as evidence of students staying on task, but we also know that attention is a slippery concept, and that “Zoom fatigue” can manifest as a variety of negative psychological impacts (Conatser 2017, Supiano 2020, Jiang 2020). Video may also overload a student’s bandwidth if their equipment and connection are not ideal.

It’s important to acknowledge these considerations and discuss expectations for video participation with students, especially if it feels integral to your pedagogy (Davidson 2020). Find other ways to assess engagement such as polling questions or breakout activities. You may tell students that it’s okay to deactivate their video, but you’ll still expect them to respond verbally if called upon, to contribute actively in the chat, and so on.

7. Do some thinking in advance and require your students to do the same.

When preparing for a virtual discussion, take time to mentally walk through the learning objectives, driving questions, and key takeaways. Students flounder in the face of poorly articulated questions or unexpected shifts of activities.

Students may submit their own questions in advance or provide commentary that can serve as a jumping-off point for discussion. More sustained reflections might be rotated among smaller groups of students in the form of blog or discussion board posts. Rather than face the pressure of coming up with an idea off the cuff, students build from their own and others’ thinking. Templates and discussion stems (e.g., Graff and Birkenstein’s They Say, I Say ) help students find context for their ideas in relation to others. If discussion activities would benefit from written instructions, provide them in easy-to-access ways, especially if you’re using small groups.

8. Use small groups and breakout rooms to engage students in collaborative learning.

Especially for larger classes, small group discussions allow students to negotiate their own understanding of the content. They also can make your classes more inclusive (Hogan and Sathy 2020).  While the instructor cannot observe all groups at once in a virtual meeting, they might use cloud-based workspaces to track students’ progress. For example, groups might take notes on different pages of a Google Doc or collect data on separate tabs in a Google Sheet. These apps often include a chat feature where they ask questions or make observations for everyone to see.

You can drop into the breakout rooms to check on individual conversations, or scan the collaboration space for groups that may need assistance. Overall, small group discussions are more focused when they have goals or deliverables, even if it’s something low-stakes or informal. As always, include instructions that make the process and expectations clear.

Jill Abney is a faculty instructional consultant at the Center for the Enhancement of Learning and Teaching and a part-time instructor in the department of history at the University of Kentucky.

Trey Conatser is the associate director of the Center for the Enhancement of Learning and Teaching at the University of Kentucky, where he also teaches courses on pedagogy, writing, and digital humanities.

Reference list and further reading:

Bernhard, Meg. “ In Assigning Group Work to Students, Designing the Group Comes First.” Chronicle of Higher Education , 6 July 2015. https://www.chronicle.com/article/in-assigning-group-work-to-students-designing-the-group-comes-first/ .

Brookfield, Stephen. Discussions as a Way of Teaching:  Tools and Techniques for Democratic Classrooms. San Francisco: John Wiley & Sons, 2005.

Conatser, Trey. “The Apparition of These Screens in the Crowd.”  Greater Faculties: A Review of Teaching and Learning . 1, no. 8 (2017). https://uknowledge.uky.edu/greaterfaculties/vol1/iss1/8 .

Davidson, Cathy. “Cameras Optional, Please! Remembering Students Lives as we Plan our Online Syllabus.” HASTAC . 22 July 2020. https://www.hastac.org/blogs/cathy-davidson/2020/07/22/cameras-optional-please-remembering-student-lives-we-plan-our-online .

Hogan, Kelly A. and Viji Sathy. “8 Ways to be More Inclusive in your Zoom Teaching.” Chronicle of Higher Education. 7 April, 2020.  https://www.chronicle.com/article/8-Ways-to-Be-More-Inclusive-in/248460 .

Howard, Jay. “How to Hold a Better Class Discussion.” Chronicle of Higher Education . 23 May 2019. https://www.chronicle.com/interactives/20190523-ClassDiscussion .

Jiang, Manyu. “Video chat is helping us stay employed and connected. But what Makes it so tiring – and how can we reduce ‘Zoom Fatigue’?” BBC 22 April 2020. https://www.bbc.com/worklife/article/20200421-why-zoom-video-chats-are-so-exhausting .

Simon, Edwige. “10 Tips for Effective Online Discussions.” Educause Review , 21 November 2018, https://er.educause.edu/blogs/2018/11/10-tips-for-effective-online-discussions .

Supiano, Becki. “Why is Zoom so Exhausting?” Chronicle of Higher Education . 23 April 2020. https://www.chronicle.com/article/Why-Is-Zoom-So-Exhausting-/248619 .

Wong, Crystal. “A Four-Step Plan: The First Day of Class on Zoom, Faculty Focus , 5 August, 2020. https://www.facultyfocus.com/articles/online-education/a-four-step-plan-the-first-day-of-class-on-zoom/ .

• Jill Abney is a faculty instructional consultant at the Center for the Enhancement of Learning and Teaching and a part-time instructor in the department of history at the University of Kentucky. Trey Conatser is the associate director of the Center for the Enhancement of Learning and Teaching at the University of Kentucky, where he also teaches courses on pedagogy, writing, and digital humanities.

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• Open access
• Published: 04 December 2019

What to expect, and how to improve online discussion forums: the instructors’ perspective

• Dhanielly P. R. de Lima   ORCID: orcid.org/0000-0003-4735-2372 1 ,
• Marco A. Gerosa 2 ,
• Tayana U. Conte 1 &
• José Francisco de M. Netto 1  

Journal of Internet Services and Applications volume  10 , Article number:  22 ( 2019 ) Cite this article

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Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. However, instructors and students face various difficulties, and instructors lack a guide on what strategies they can use to achieve a more participatory forum environment. This work aims to identify benefits and difficulties of using online discussion forums from the instructors’ point of view, and to provide a list of strategies and improvements that can mitigate the challenges and lead to a more participatory forum. We used coding procedures to analyze data collected through semi-structured interviews. The results of our exploratory analysis are relevant to the distance learning community and can inform instructors, developers, and researchers to help them improve the quality of mediation and use of forums.

1 Introduction

Since interaction is a key component in the quality of online learning [ 1 ], Learning Management Systems and MOOCs frequently adopt asynchronous online discussion forums to foster interaction [ 2 , 3 , 4 ]. Forums enable instructors to understand and intervene in learning activities [ 5 , 6 ], and students have time to think and formulate answers. Individuals collaboratively build knowledge while collaborating in an asynchronous online environment [ 7 ]. Therefore, a well-coordinated educational forum is a valuable tool to promote reflection on learning, share information and perspectives, and connect students [ 8 ].

However, forums can experience both periods of inactivity and intermittent flurries of messages [ 9 ]. Without adequate feedback, only low levels of cognitive engagement occur, and students may feel isolated [ 10 ]. Feeling isolated can result in limited participation or lack of depth and quality of the discussion [ 11 ].

While prior literature focuses on specific improvements to online discussion forums, or include a list of benefits, difficulties, and strategies alongside their primary results [ 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 ], no study has primarily focused on identifying benefits, difficulties, strategies, and possible improvements from the instructors’ point of view. Understanding the perceptions of instructors is important, since they work closely with a variety of students and have a comprehensive view of the tool, which they use in multiple contexts.

Therefore, the goal of this work is to identify and categorize benefits, difficulties, strategies, and improvements for online discussion forums from the point of view of instructors who are experienced in computing technology and/or distance learning via Internet. Cataloging benefits and difficulties is useful for novice instructors to know what to expect or to aim when mediating educational forums, while investigating strategies and improvements may help instructors and tool designers to alleviate the difficulties and enhance the tool. To reach this goal, we defined the following research questions:

RQ1. What benefits of using educational discussion forums are perceived by instructors?

RQ2. What difficulties in using educational discussion forums are perceived by instructors?

RQ3. What strategies do instructors use to mediate discussion forums?

RQ4. What improvements can be implemented in discussion forums according to the instructors?

To answer these research questions, we conducted an exploratory qualitative study with instructors who work in distance learning. We collected data through semi-structured interviews and analyzed the data using Grounded-Theory procedures, cataloging and discussing a set of benefits, difficulties, strategies, and improvements.

We conducted semi-structured interviews with 12 instructors who teach distance learning classes that use discussion forums. For data analysis, we used procedures of Grounded Theory [ 21 ]. Figure 1 presents the steps performed in our exploratory empirical study, which are detailed in the following subsections.

Study overview. The figure presents the steps performed in the empirical study

2.1 Selection of participants

To carry out the interviews, we invited instructors from different institutions who teach distance learning classes that use discussion forums and who have experience with distance learning and/or computing technology. In total, 12 instructors participated in the interview. All participants signed the Term of Free and Informed Consent. Footnote 1 The instructors who participated in the interview and were considered “experienced instructors" have at least five years of experience with distance learning (Table 1 ).

Among the instructors who participated, two have more than ten years of experience, as shown in Table 2 . Their reports revealed needs that have been faced for years and have not been addressed. For example, I1 has more than 10 years of experience and has already worked in distance learning courses as Coordinator, Instructor, and Monitor. In addition, I1 reported in the interview that in his undergraduate he participated as a student in distance learning courses.

The instructors of the Institutions “A” and “C” use the forum to promote the discussion of the topics covered in the course and to promote collaboration among students. Instructors from institution B usually use the forum to ask questions and to provide warnings and reminders to students. In addition to using the forum for questions, I3 also uses it to discuss the subjects taught in the course.

Table 3 presents information about the institutions and the LMS used.

Institution “A” provides periodic training for its instructors. In institutions B and C, the courses are semi-presential and the use of the forum is not mandatory, but the instructors use the forum tool to discuss the subjects that are taught in the virtual environment.

2.2 Data collection

The questions of the interview script were organized into three categories: instructor profile, mediation, and perceptions about discussion forums. Footnote 2 The categories aimed to help and direct the interviewer; however, the interviews did not necessarily follow the order of the categories. Table 4 presents the questions that were used as guide for the profile category.

Table 5 presents questions related to practices of mediation in online forums focused on the structure of the forum, how mediation occurs, how the forum is used, etc. The questions related to the instructors’ perceptions about the forum tool (Table 6 ) directly asked about difficulties, benefits, strategies, and improvements.

We employed two cycles of interviews, transcriptions, and analysis. Two researchers performed the transcriptions, as suggested by Runeson et al. [ 22 ], contributing to a better understanding of the collected data. The interview transcriptions were imported into the Atlas.ti Footnote 3 software. All the interviews’ transcriptions and analysis were carried out in Portuguese, the native language of the authors and interviewees.

2.3 Data analysis

We transcribed the interviews and analyzed them using procedures of the Grounded Theory method. According to Glaser and Strauss [ 21 ], Grounded Theory is a scientific method that uses a set of systematic procedures of data collection and analysis to generate, elaborate, and validate substantive theories [ 23 ]. The emphasis of Grounded Theory is learning from the data rather than from an existing theoretical view [ 24 ].

According to Strauss and Corbin [ 25 ], Grounded Theory is based on the idea of coding to analyze the data. The coding process can be divided into three phases: open, axial, and selective coding. Open coding involves breaking, analyzing, comparing, conceptualizing, and categorizing the collected data and aims to give sense to it [ 25 ]. Figure 2 a illustrates the open coding.

The coding process. a Open coding: building codes and categories (adapted from Santos [ 26 ]). b Axial coding process of research – Structural Difficulty

After obtaining and transcribing the interviews, the investigator carefully examines the data and cuts out the units of analysis. Each unit of analysis is named with a word or sentence expressing its meaning for the investigator. The goal of open coding is to generate and validate properties and categories using constant comparisons [ 24 ], which help the researchers to define a set of conditions to reach a category. According to Glaser [ 26 ], the researchers must use the theoretical sensitivity to give meaning to the data and be able to separate what is relevant for the research.

With the defined categories, we begin the axial coding phase, as depicted in Fig. 2 b, which is a Chart Scheme of the associations between the codes. The figure presents the “Structural Difficulty” category and its subcategories.

From the analysis of the interviews, we identified: a) benefits perceived by instructors, b) difficulties faced in discussion forums, c) strategies used by instructors, and d) improvements that can be made to the forum tool. These results are discussed in the following subsections. In addition, to make it easier to understand the results, we have included the Chart Scheme of the associations between the codes: benefits (Additional file  1 ), difficulties (Additional file  2 ) and improvements (Additional file  3 ) and the mapping between benefits, difficulties , strategies and improvements (Additional file  4 ).

3.1 RQ1. What benefits of using educational discussion forums are perceived by instructors?

We identified 4 categories of benefits from the instructors’ perspective, as presented in Fig. 3 .

Benefits Network. The figure presents the graphical representation of the benefits according to the instructors’ interviews. Next to the image is a summary of the graphical representation

The depth of the discussion – ID B1 (mentioned by instructors I1, I3, I7, I11) was reported as beneficial since forum participants have time to elaborate their answers and reflect on what they want to post: “The conversations tend to be deeper, because you see that message, reflect on it, and get a chance to better work on your idea” I3.

Collaboration – ID B2 (mentioned by instructors I2, I4, I5, I6, I8, I11, I12) was reported by instructors as a benefit, mainly due to the communication and cooperation perspectives. According to I5: “The forum is very important as a collaborative activity tool."

Information record, ID B3 (mentioned by instructors I1, I7, I9, I10) was also appreciated by instructors. According to I1: “ With the logs, everything stays on the platform. You know who is interacting with whom, which individuals are not participating, or disagreeing, and whether the participations are taking place in the spaces that should happen.”

Finally, information visualization, ID B4 (mentioned by instructors I1, I2, I4, I5, I8, I11, I12) enables instructors to visualize student interactions and polemic topics, as explained by I4: “You can see what the students are debating, what are the most discussed subjects, identify who is participating and who is not interacting.” The forum enables a in-depth discussion and can be used as a communication and monitoring tool for learning.

3.2 RQ2. What difficulties in using educational discussion forums are perceived by instructors?

We identified 19 types of difficulties from the interviews. These difficulties were grouped into three categories: forum structure, motivation, and accompaniment, as can be seen in Table 7 .

The difficulties with the highest occurrences are D1, D6, D7, D13, D14, and D17, which involve difficulties related to the hierarchical structure of the forum. D1, Difficulties in following the forum refer to the difficulties that instructors and students face to follow the discussion due to the high number of posts that occur in the tool. D6 and D7, Difficulties related to the structure of the forum, are the difficulties that involve the forum’s interface. D13, Difficulties in motivating students, and D14, the forum is not a current tool, are related to the motivational factors that determine or influence student participation. Finally, the difficulty D17 relates to the fact that forum is not like social media; this difficulty is both structural and motivational. An attractive interface or the lack of it influences student participation. Many instructors reported that students feel unmotivated to participate in the forum because it does not look like current social media tools and websites, making forums seem like outdated tools.

The categories and difficulties that have been identified are discussed in detail below.

Difficulty with Forum Structure (DFS)

These are structural difficulties that relate to the structure of the forum and the lack of tools to support instructors’ work or students’ interaction, as mentioned by I1 and I3. “ The student does not understand very well the relations of the levels of the forum; for example, they have difficulty knowing whom they are responding to and how they are responding in the forum ” [I1].

This difficulty was also observed by Adetimirin [ 27 ], who states that many participants respond incorrectly or do not obey the structure set by the tool. According to Saramago [ 28 ], the use of a complex structure harms participation, since reading and writing become more difficult.

The forum interface also poses difficulties. “ As much as we encourage, they (students) barely use the forum, they communicate by other means (WhatsApp, Facebook). I can do this discussion, but I have little feedback from the students. ” [I2]. The fact that the forum differs from social media interferes with student participation. “Students are accustomed to Facebook, they view the forum as a Facebook [...] students, and the instructor also misses the icons of the Facebook in the forum " [I8].

Less experienced instructors noted difficulties in visualizing messages, as mentioned by I6. Another difficulty frequently cited by the instructors is the forum’s hierarchical structure. According to I3, both he and the students have difficulties in posting their messages due to the structure of the forum: “ Sometimes they (the students) do not know where to post the messages. They do not know if they must reply in the main message [...] sometimes they make improper alignments. They think they are responding to their colleague's message, but they are responding to someone else's message ” [I3].

Lack of Incentive (LI)

Low student motivation to use the forum has been reported by many experienced instructors and is associated with the lack of features in the forum that can capture their attention. “ The forum needs mediation, it needs motivation and that the instructor needs to promote the participation of the students; otherwise, student absence will predominate ” [I7]. “ Sometimes the student just reads the question in the forum and responds, often does not check the responses of other colleagues to contribute ” [I5]. Many students prefer to use social media instead. I1 reported in his interview that he participated in forums as a student, as an instructor, and currently as a coordinator and, according to him, the forum changed little and did not keep up with the current pace of asynchronous communication technology. “ The biggest difficulty of the forum is that the social interaction that previously worked in the forum nowadays is in the WhatsApp groups. We have a difficulty of interaction within the educational forum. The students used to exchange messages and communicate in a forum. Nowadays it has been transformed into WhatsApp, and the distance learning platform is like a task environment” [I1].

Accompaniment Difficulty (AD)

Many instructors find it difficult to keep up with the discussions taking place on the forum. In general, distance education courses count on a considerable number of participants and posts, and it can be difficult for instructors to follow the comments and provide prompt feedback. In the forum, the accompaniment by instructors is important for the progress of the discussion and the participation of students.

However, instructors lack tools to assist them in monitoring and evaluating activities, as mentioned by I3 and I4: “ There is no statistics to know how each one (student) participated in the discussions or to know the contributions of each one " [I3], “ We don’t have a forum-specific report and the forum does not provide information such as which student answered a specific question type ” [I4].

Curiously, less experienced instructors reported difficulties related to the lack of tools that could assist in monitoring the forum: “ Some people write a lot, so I particularly could not keep up, I just kept an eye on the forum, because many people were posting. So suddenly, depending on the purpose, some people write a lot, and sometimes they are not as objective as they should be ” [I2].

The structure of accompaniment difficulties is shown in Fig. 4 . The figure presents the difficulties and needs that were identified in the instructors’ reports, highlighting the resources that instructors lack to assist them in monitoring the activities carried out in the forum. Such resources could reduce instructors’ work and improve the forum, as well as streamline instructors’ evaluation and facilitate feedback for students.

Accompaniment difficulties

The instructors report that these difficulties in following up the forum result in overload and exhausting work, as mentioned by I8: “ It's a lot of work to do on the platform. I have to answer all the comments, elaborate, and evaluate the activities, promote the discussions, and intervene in the discussions [...] doing everything on my own, there is no mechanism to help " [I8].

3.3 RQ3. What strategies do the instructors use to mediate the discussion forums?

We identified eight strategies that can help mitigate difficulties that occur in the forum and that are related to the behavior/action of the instructors:

(S1) Logging in daily in the forum: According to the interviewees, students notice when the instructor accesses the environment. In addition, instructors need to identify the points that can generate more communication and debate, so it is important to monitor the forum. According to I3: “ the instructor should look every day what is happening in the forum and comment on the students’ participation. Otherwise the forum may run out of discussion or get out of context ."

(S2) Follow the situation of the students : the instructor must be attentive to participation or lack of participation of the students. “ It is important to see the situation of the students, whether they are following the forum and the activities. The instructor and tutor should monitor the students because if students have difficulty and they do not receive help; this discourages and can lead to dropouts " [I5].

(S3) Be objective: instructors must be objective and clearly state what they want to evaluate. According to I2 “ the objective of the course and the forum has to be very explicit. From the beginning, it has to be clear to the students so that they can use the tool correctly " [I2].

(S4) Check how students are accessing the course: the information in the logs can help instructors gain information about which students have accessed the courses, what information they accessed, what participants they interacted with, and which students did not interact with the other students or did not participate in the forum.

(S5) Categorize messages: This action can provide valuable information to the instructor about the students, such as the most discussed subjects and the kind of participation of each student.

(S6) Provide feedback: According to the interviewees, the students need feedback, and often instructors must foster interaction so that the students leave their comfort zone and begin to participate. “ We always try to provide in the forum the mediation feedback" [I1].

(S7) Promote interaction: For the forum to be effective, it is important that students interact; thus, the instructor should encourage this exchange between students. According to I1: “ we put the students to read the comments of the other students, to create a connection between them ” [I1].

(S8) Creating a welcoming environment: it is fundamental to create an environment in which students become willing to participate, collaborate, and contribute with their reflections. For I5, creating an environment in which the student feels comfortable is crucial to the discussion: “ The instructor has to follow the discussion by always checking the content that the students post, however, leaving the students at ease so as not to harm the discussion " [I5].

Table 8 shows the difficulties that are related to the strategies listed above. Moreover, according to experienced instructors, when designing a distance learning discipline, it is crucial that the instructor plan and structure the virtual room before beginning the course, as well as keep in mind that it is essential to include the forum in all the units of the course to encourage student interaction with each other and discussion of the content taught.

3.4 RQ4. What improvements can be implemented in the forums according to the instructors?

Based on the reports of the instructors, we identified 5 categories of improvements that can be implemented in the forums:

Gamification (Gam ) — according to instructors, gamification features and participation awards can encourage students to participate more in forums and activities. Motivating students within the educational environment is relevant for teaching and learning, as described by I5: “ I try to use gamification, I think the imagination is everything, and you show students that they can learn by playing inside the environment ." [I5].

Multimedia Resources (MR) — some instructors pointed out that it would be interesting to add files to the comments in the forum to complement the debate. For example, I2 suggests the integration of the forum with a specific social media to attract students to the forum. Integrating the forum with social media tools can be an effective measure as students are increasingly participating in social media and moving away from the forum.

Interface (In) — this category is related to improving the forum interface to make it more attractive. According to I4 “ It is necessary to change the interface to give the student more desire to respond. ” [I4].

Collaborative Resources (CR) — the instructors lack access to features of social media as pedagogical tools and they suggest, for example, including a feature that allows users to “like” a particular comment.

Evaluation Resources (ER) — the instructors suggest including features that assist them in evaluating the quality of the students’ comments in the forum.

The identified improvements are presented in Table 9 .

4 Related work

Our work complements the literature with qualitative data about the benefits, difficulties, strategies, and improvements for educational forums, which are currently scattered throughout the literature. In the following, we describe the related work and how it compares to our findings.

4.1 The benefits of online discussion forums

Several of the benefits we found in our study were also reported in the literature. According to Funaro and Montel [ 29 ], Nandi et al. [ 30 ] and Balaji [ 31 ], forums allow students and instructors to share their interests and asynchronously collaborate (B1). Discussions lead to the construction of new knowledge as individuals share learning and negotiate information through conversations [ 32 ]. In addition, Brower [ 33 ] reports that online asynchronous tools support quality discussions and collaborative learning, reaffirming the benefit of the depth of the discussion and collaboration (B2). According to Garrison et al. [ 34 ], in the forum, the time between postings led to more reflective responses than those of face-to-face situations (B4). Other important benefits include flexibility, convenience, and accessibility for students to complete their learning anytime and anyplace [ 31 ].

Moreover, Balaji and Chakrabarti [ 31 ] report that online discussion forums avoid loss of data, as the students’ written messages are stored in the virtual space and can be retrieved and reviewed anytime, reaffirming the importance of information records for instructors (B3). They also report that the use of online discussion forums allows students to interact more with other course participants and instructors [ 31 ].

The online discussion forums provide significant opportunities for students to actively engage in their learning process through participation [ 4 ]. The student-instructor interaction is an essential part of the academic process [ 35 ]. Forums expand students’ possibilities for exchanging ideas, with the aim of discussing topics related to the course activities [ 9 ]. According to Afify [ 36 ], the exploitation of Asynchronous Online Discussions forums offers students the possibility to teach and learn anytime and anywhere. Forums also provide students with the time needed to process learning, share ideas and points of view on e-course topics.

The literature also reports other benefits that were not mentioned by our interviews, such as the development of skills for working in virtual teams [ 37 , 38 ] and the effects on offline (civic) engagement. According to [ 39 ], there is evidence that online engagement can translate into offline collective action.

4.2 Difficulties in online discussion forums

The literature also reports difficulties regarding accompaniment and structure. The forum's structure does not facilitate analyses such as monitoring students’ active engagement [ 2 ]. According to Nakahara et al. [ 40 ], monitoring and classifying messages and individual participation are time-consuming tasks (c.f. D1, D2, and D3). The authors report the need to constantly oversee the environment to make calculations on the discussion data and determine whether the discussion is developing well. According to Machado et al. [ 41 ], due to the large volume of posts that are generated on a daily basis in these environments, manual analysis becomes impractical.

Mazzolini and Madison [ 18 ] showed that instructors’ participation rates – including the timing of publication and the nature of their posts – affect student participation and perception. Rohfeld and Hiemstra [ 42 ] describe the instructor as the person responsible for keeping discussions on track, contributing knowledge and insights, providing discussion topics and course components, and maintaining group harmony. Additionally, all aspects of classroom discussion – initiation, facilitation, completion, and feedback – require different approaches in an asynchronous environment [ 43 ].

In relation to lack of incentive, Liu et al. [ 12 ] emphasize that many forums have a “poor” or low-quality interface design. Coetzee et al. [ 44 ] investigated how forum design affects student activity and learning outcomes. The findings of Thomas [ 4 ] suggest that the typical nonlinear branching structure of online discussion may be insufficient for the realization of truly conversational modes of learning.

According to Wise et al. [ 45 ], instructors and learners need to be able to find the messages that are relevant to their purposes. However, due to the considerable number of participants in MOOCs, discussion forums are often plagued by information overload and chaos [ 46 , 47 ]. On top of this, a substantial proportion of MOOC posts are not directly related to the course [ 47 ]. As a result, forums become overwhelming and confusing for users to navigate [ 48 ].

From the perspective of structural and motivation difficulties, the work from Poquet and Dawson [ 49 ] report that the high number of students and the asynchronous nature of large-scale online courses make it difficult to develop a sense of belonging and didactic confidence in educational forums. The authors provide useful indicators to explore social activity in an open online course. The results of the study show that moderation in the forum is insufficient for the effective evolution of participation.

Finally, the work of Liu et al. [ 12 ] examines how participants in a MOOC interact in the course discussion forum and use social media tools to support the learning experience. The tendency to use social media is also supported by the NMC Horizon Report [ 50 ]. Their results pointed out that poor forum interface design affects students’ participation and perception of utility. Some participants considered peer learning in forums useless due to poor quality or low feedback response. Other works that present difficulties in the forums are Ulrich and Nedelcu [ 13 ], Poquet and Dawson [ 49 ], Mora et al. [ 51 ], Lima et al. [ 52 ] and Bratitsis and Dimitracopoulou [ 53 ].

In our study, we identified difficulties for using educational forums that were not reported in the analyzed literature, such as the lack of statistics in the forum, lack of specific reports, lack of visualization tools, difficulty in sending files, difficulty in putting students’ grades, delay in the update of comments in the forum, and lack of multimedia resources (D4, D5, D9, D10, D11, D12 and D17). Table 10 summarizes the findings in the literature and presents which difficulties were identified in this study and were not reported in the analyzed literature. In addition, the table also presents which papers propose solutions to the various categories of difficulties.

4.3 Strategies and improvements in online discussion forums

The literature also reports scattered strategies and improvements for educational forums. For example, Coetzee et al. [ 44 ] included a reputation system to help promote learning by giving students points for creating useful posts. According to the authors, reputation systems can result in faster response times and a higher number of responses per post, improving students’ experience in the forum.

The work of Vigentini and Clayphan [ 54 ] presents strategies to motivate participants to contribute to forums, such as posing open questions. Wise et al. [ 45 ] address the overload problem in MOOC discussion forums by developing a template for automatically classifying topics. According to the authors, there are limited means to deal with overload and clutter in MOOC discussion forums. A commonly employed strategy is to define sub-forums for different purposes. Gaspar et al. [ 55 ] also propose instruments to assist instructors to classify questions posted by students on forums in order to obtain quantitative measures and to understand the types of participation.

Gerosa et al. [ 56 ] presented the use of categorization and structuring of messages in asynchronous textual communication tools. According to the authors, the message categorization supplied subsidies for the automatic classification and grouping of the messages through reports that the instructors used to understand how the discussion was progressing. Thus, the message categorization helped the reduction of the information overload for the participants, since it supplied complementary information that helped the identification of the content and structure of the discussion without read the messages.

Already the work to Filippo et al. [ 9 ] investigated the use of coordination support tools for forum mediators based on notifications presented via mobile devices in order to reduce the need for accessing the environment and monitoring the messages. The participants were informed about the forum without the need to connect to the learning environment’s web interface.

Finally, the work of Alencar and Netto [ 57 ] employed intelligent agents to monitor students’ activities in the discussion forums so that the students are always accompanied, and the instructor has a reduced workload. Lima et al. [ 58 ] present sociograms and tables that identify and characterize interactions among students within a Learning Management System. This strategy helped the instructors to identify the interactions of their students.

Although we have found several papers that present strategies or improvements for online discussion forums, we could not find evidence in the literature for some of the improvements suggested by our interviewees: M1, M3, M4, M5, M6, M9, M10, M12, and M18.

4.4 Relation between the research findings and existing solutions

We identified some publications that carry out investigations aiming to strengthen forums or promote social interaction among the participants. These publications present different results such as systems, frameworks, and plugins for the forums.

For Machado et al. [ 41 ], the analysis of students’ interactions in the forum tool can identify learning difficulties. However, due to the large number of messages that are created, a manual analysis of students’ posts can become a very time-consuming task. Their work presents a computational model that seeks to evaluate the thematic relevance of the posts made by students. The authors developed a pedagogical support tool to allow early identification of students with learning difficulties, as well as students who have made relevant contributions on the topic of the discussion. The difficulties presented by Machado [ 41 ] relate to difficulties D1 and D3 and the solution relates to the improvements M6 and M18 presented by our work.

Hu et al. [ 59 ] propose a framework named Concept Map of Forum (CMF) to analyze online discussion forums in Moodle. The framework analyzes interaction and contents based on students’ interaction with peers and posts. In traditional classroom, instructors can observe the students’ learning process and adjust teaching strategies. However, it is difficult for instructors to understand how students learn in online forums. The difficulties presented by Hu [ 59 ] relate to difficulties D1, D2, and D3, and the solution was not identified in our work.

Moreno-Marcos [ 60 ] propose a novel methodology, named 3S (Social, Sentiments, Skills), for analyzing forum interactions in MOOCs and a visual analytics tool for the analysis of forum activity according to the proposed methodology. The 3S methodology supports instructors in understanding learners’ behaviors such as the increase of activity near critical dates. Instructors can also benefit by increasing their awareness of difficulties to acquire certain skills, which may lead to redesign of some parts of the course. According to the authors, the 3S methodology should be adapted to each course, regardless of the platform. The difficulties presented by work [ 60 ] relate to difficulty D2 and the proposed solution was not identified our work.

Other works also propose improvements to the forum in the form of framework, tools, or plugins: such as [ 49 , 58 , 61 ]. The works focus on similar difficulties D2, D6, D7, D13, D17 and propose improvements that relate to M3, M4, M6, M11, and M13.

In addition, regarding the possibility of instructors to be able to evaluate the quality of the students’ comments in the forum, we can complementary that these characteristics already exist in forums of social platforms, where the users comments are rated by the community according to their quality and adherence to the questions proposed, such as Quora and Stack Overflow forums.

5 Implications

In this section, we discuss the implications of this study for research and practice from the point of view of different stakeholders.

LMS Forums vendors - our work has identified several issues related to the design of distance learning forums. Although the LMS Moodle is predominant among our interviews, the results may be applied to other LMS that has a similar design. We also present strategies that instructors use and that are not necessarily supported by specific forums, as can be observed in Section 4.

Instructors/Teachers – our work provides instructors with a list of 8 strategies they can adopt in their classes, such as frequent follow-up, student feedback, and more (Section 3.3). The strategies identified are intended to assist instructors with actions they can take within the course so that the forum moves smoothly, and students participate in discussions. In addition, the strategies presented in this paper may assist newcomer instructors who have no Distance Learning Course experience and often do not receive training to handle this. According to I11: “It is not easy to be a distance learning teacher, most teachers come from face-to-face teaching and do not know how to present a communication that is easy for the student to understand, this and other skills are important for a teacher who teaches in the classroom distance".

Coordinators of educational platforms – our work has identified and presented 19 difficulties related to online discussion forums. These difficulties can be explored by and help platform coordinators develop ways to leverage distance learning environments. In addition, we provide a set of strategies that can assist distance learning instructors, monitors, and coordinators. Therefore, the coordinators of educational platforms can make use of our findings to develop and deliver materials to support instructors. They can also make use of our findings to better understand the difficulties faced by instructors of online discussion forums. The instructors reported that many students turn to social media platforms to discuss course subjects. Therefore, it is important to offer new possibilities of interaction and support to instructors and students; otherwise, the forum will be less used, and instructors will continue to face difficulties understanding the participation of their students in the forum. The evidence presented here serves as a starting point for the adoption of measures aimed at improving forums and making them a more usual tool.

Informatics in Education/Distance Learning Community – we noticed that many instructors do not receive adequate training and do not have adequate online support. According to the interviews, the difficulties hinder the feedback and understanding of the discussion. In this way, the distance learning community could prepare tutorials, adequate support, and training for people working in distance learning. After all, a well-developed discussion forum in an e-learning course can create an active, interactive, and participatory learning environment [ 62 ]. Also, Moodle distance learning communities can use our findings to promote improvements in the Moodle LMS, that are used by the instructors who participated in our interviews. Table 9 presents several suggested improvements. Our work has cataloged 19 difficulties and 19 improvements that can be implemented in the forums or investigated in more detail.

Researchers - our work has identified several benefits, difficulties, strategies, and improvements for educational forums. As can be seen in Table 7 , there are many open gaps in relation to the difficulties faced by instructors, which can be explored in future research. Still, we present improvements related to the difficulties. This information can be explored and used to empower forums, given that this teaching tool needs to be adapted to meet the needs of the new generation. More research is also needed to investigate how to overcome the difficulties, to evaluate the effectiveness of the strategies in different contexts, and to implement the suggested improvements to the forums. It would be also of great interest to analyze and understand the motivating and demotivating factors that influence students.

6 Limitations

The results obtained in this study are exploratory. To obtain a full comprehension of the phenomenon as a whole, more collection and analysis cycles and participants from different fields and regions are necessary. However, our results list recurrent benefits, difficulties, strategies, and suggestions from the point of view of experienced instructors, which can be useful for novice instructors, LMS vendors, course designers, and researchers.

Additionally, we acknowledge that we likely did not identify all possible benefits, difficulties, strategies, and improvements. We are aware that the universe of online discussion forums is enormous, which means that the findings may differ according to the platform used and cultural context. Our strategy of considering different instructor profiles and institutions aimed to alleviate this problem. However, as all interviewees adopt Moodle, the results may be only generalizable to contexts similar to the one mentioned above.

Another limitation is the subjectivity of data classification. We applied Grounded Theory procedures to mitigate this issue. All analysis was grounded on the collected data and we carefully followed systematic means to conduct the analysis.

Our study was conducted with instructors from public institutions and most of them teach informatics/computer science courses. We also considered participants from other disciplines who had several years of experience with distance learning platforms (at least 5 years). After performing the analysis of the first 10 interviews, we conduct two additional interviews with instructors from courses not related to computer science. These new interviews did not reveal much new information.

Finally, another limitation of this study is the generalization of our results to all distance education instructors. Our study intends to allow analytical generalization, enabling the results to extend to contexts/cases with common characteristics and for which the results are relevant.

7 Conclusion and future work

In this work, we identify and catalog: benefits that forums present within the context of distance learning; difficulties instructors face in using educational forums; strategies that instructors can adopt to mitigate these difficulties; and improvements that can be implemented to generate forums that meet the needs of both instructors and students. We collected data from the point of view of instructors who teach distance education classes.

The empirical study revealed three categories of difficulties related to the forum: difficulties in following the debate, difficulties with the structure of the forum, and difficulties in motivating students. The study also allowed the identification of eight strategies that are related to the behavior/action of the instructors and five categories of improvements that can be implemented in the forums.

The results presented in this paper are relevant for understanding of the instructors’ perspective, serving as support for researchers, developers, instructors, and communities of distance learning. In addition, our results can offer insights for research to promote and facilitate the use of forums.

As a future work, we plan to conduct a more comprehensive investigation and test some of the improvements to understand the extent to which our results apply and also to discover new factors that affect the interaction and use of educational discussion forums. For this, we intend to conduct a survey that will provide more information and help in understanding the phenomenon as a whole, collecting the opinion of a higher number of participants. We also intend to conduct more data analysis collection cycles through new rounds of interviews with instructors from other regions and disciplines.

Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. The Graphical representation elaborate and used in the analyze this paper are available at https://docs.google.com/document/d/1aqmGgeUa8GL_K637mDGcP3xGJFdbOzEGvKTlmepjP_I/edit?usp=sharing

Informed Consent is available at https://docs.google.com/document/d/1DkCeqfLXcTmCeFi7-l_65JcijXYk1-o9JdD9VA-trcc/edit?usp=sharing

Interview script is available at https://docs.google.com/document/d/1NtaWEgaIPd739a8kfNj636Cq4358eLWOdxP96F5LIeE/edit?usp=sharing

Atlas.ti software is available at http://atlasti.com/

Abbreviations

Gamification

Concept map of forum

Collaborative resources

Difficulty with forum structure

Instructor difficulties

Evaluation resources

Grounded-Theory

Learning Management System

Massive Open Online Course

Multimedia resource

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Acknowledgements

We would like to thank the people who agreed to participate in the interviews and take the time to answer our questions and share their experiences in the online educational forums. We thank CAPES for the financial support granted to the work, the FAPEAM, and the two involved universities: UFAM and NAU.

This research partially funded by DS/CAPES 2015 and FAPEAM through edital 009/2017. Tayana Conte thanks the financial support granted by CNPq through process number 311494/2017–0.

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DPRL is PhD student at IComp-UFAM, conducted the overall data collection and analysis and worked on most of the manuscript. MAG is the co-advisor for DPRL and helped direct the work, participated in the analysis, writing of the manuscript and in its successive revisions. TUC participated in the data collection and analysis and in the manuscript review. JFMN is the advisor for DPRL and participated in the data collection and research design. All authors read and approved the final manuscript.

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Additional file 1..

Graphical representation with the associations related to the benefits.

Additional file 2.

Graphical representation with the associations related to the difficulties.

Additional file 3.

Graphical representation with the associations related to the improvements.

Additional file 4.

Mapping between benefits, difficulties, strategies, and improvements.

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de Lima, D.P.R., Gerosa, M.A., Conte, T.U. et al. What to expect, and how to improve online discussion forums: the instructors’ perspective. J Internet Serv Appl 10 , 22 (2019). https://doi.org/10.1186/s13174-019-0120-0

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Center for Teaching

Online discussions.

A well-designed online discussion engages students in an open-ended conversation that promotes deepened understanding of a topic. Design is only part of the process, though. To be truly effective, an online discussion needs to be facilitated by you in a way that encourages conversation and promotes exploration.

Online discussions differ from face to face discussions in several ways, as noted in the table below.

In an online discussion, you design and facilitate the discussion while the students learn from each other and craft their own understanding of the topic. The students are responsible for learning the material and teach each other, while you facilitate the process from the side.

Potential Uses

• Prepare for in-class discussion (by posting questions for students to respond to prior to class)
• Identify key concepts in course readings
• Extend and apply issues introduced in course materials
• Continue in-class discussion outside of class time

Engaging Students in Discussion Online

Additional Sources:

Online Discussions: Tips for Teachers

Vanderbilt’s CFT Teaching Guide to Blogging and Online Discussion

• Because online discussion encourages reading and reflecting in order to participate and reply, students have to actively engage and utilize critical thinking skills.
• For students who are shy or quiet, or perhaps unfamiliar with the English language, discussion groups in class can be intimidating. Doing it online would have great appeal to students like these.
• Large-enrollment classes often suffer from a lack of student participation. Online discussion provides these classes with a medium through which many-layered conversations may take place more fluidly than in a lecture hall of 100 students.
• Ideally, online discussion would foster a sense of community among the students, and would lead to actual discussion inside and outside of the classroom.
• Online discussion allows students to do quick online research and readings while reflecting, and as such they might cite this research to back up their point. The at-your-own-pace response time gives students a better chance to think.
• The freedom and relative anonymity of the Internet makes some people think they can write whatever they want, without thinking, and can lead to misunderstandings, miscommunications, and online arguments. At worst, racist and sexist remarks and bullying can be fostered in cyberspace. Threads would likely require a moderator.
• Sitting in front of a computer screen, while hooked up to the Internet, allows for a whole world of distractions. It’s easy to surf away to a different site or game when you’re supposed to be reading and posting on an online discussion.
• Discussions can easily get off topic, and can lead to some discussions and issues that may not be appropriate.
• Posts can become redundant as multiple students chose obvious responses in order to meet a participation requirement and therefore stymie further, constructive discussion.
• Certain students may be prolific posters, and even on a platform designed to give everyone a voice, can come to dominate the discussion.
• Depending on the number of topics and students in a class, a huge number of posts or discussions may be generated and can be overwhelming.

Best Practices for Online Discussions:

• Set Clear Expectations
• Encourage Critcal Thinking
• Limit Instructor Participation

Getting Started with Online Discussion

7 Things You Should Know About Blogs  A blog is a personal journal published on the web consisting of discrete entries (“posts”) typically displayed in reverse chronological order so the most recent post appears first. Blogs are usually written by one individual (though occasionally by a small group) and are often themed on a single subject.  Many blogs provide commentary and some function as diaries; both types typically combine words, images and links to other online information. An important part of a post is the ability for readers to leave a comment. Blogs can be used for online discussion as either instructors create posts and have students respond or students create and respond to posts.

GETTING STARTED WITH BLOGS:

• Vanderbilt: You can start your own site supported by Vanderbilt using WordPress through either the University’s  Web Communications Site  (click on the “Start a new p[roject?” tab) or through  my.vanderbilt.edu .
• Bloggers: Any student or instructor can sign up for a free blog with a google account. To get started, go to  Blogger’s website  or  Google’s How to use Blogger .
• Others: Additional blogging sites include  WordPress  and  LiveJournal  and many more.

Discussion Boards

A discussion board is one of the most common tools that hosts the space for online discussions. Discussion boards can hold multiple forums, which can be organized by topic. Discussion threads are conversations within discussion forums and begin with a leading question or prompt. Users can respond to the original prompt and can reply to other responses. Course management systems host online discussions.  Source

GETTING STARTED WITH DISCUSSION BOARDS:

Vanderbilt’s course management system is currently Brightspace. To create a discussion board in Brightspace for a class, consult Vanderbilt’s guide  How do I create discussion forums? 

Social Media

Most students in college nowadays have at least one social media account. Using social media to encourage online discussion takes advantage of the fact that students are familiar with using it and make be engaged if it is incorporated into the classroom. There are special considerations to take into account when using social media. For more information, see  Social Media in the Classroom .

GETTING STARTED WITH SOCIAL MEDIA:

• Twitter: Twitter is a free, simple platform. Its character-limit may be a detractor, or an interesting aspect that requires students be concise and thoughtful in expressing their thoughts. Hashtags, retweets, hearts, and threads can all be ways to organize and interact on the platform. Students can use Twitter to post questions in-class or share their thoughts or other information with other students and the instructor.
• Instagram: Instagram is a photo-based platform, which is not particularly suited to online discussion. However, students posting pictures related to a class and then liking or commenting on each other’s photos can spark conversation, and a class instragram page can be a site for students to respond to images instructors post.
• Others: Other forms of social media include Snapchat, Facebook, and more. Each has their own unique properties and can be incorporated into the classroom in different ways. Some may lend themselves to online discussion, and others may have better uses. Visit  6 Alternative Social Media Tools for Teaching and Learning  for more.

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

Practical Tips for Teaching Online Small-Group Discussions

Tool 1: Note Catchers for Breakout Room Discussions

Tool 2: pre-assignments to prepare for online discussions, tool 3: simple end-of-session feedback survey.

• Note catcher
• Pre-assignments for discussions
• Feedback survey

Note Catcher Teaching Tips

• See what is happening in every breakout room at a glance by reading the notes the group recorders are capturing as learning unfolds through the discussions.
• Insert a comment letting a group know the teacher is about to join the conversation, or save time by not interrupting a discussion unless it is necessary. Provide efficient and effective feedback to every small group in minutes.
• Use the same routines, protocols, and other discussion structures that are common during face-to-face classes by putting the directions in the note catcher (e.g., Think, Pair, Share or See, Think, Wonder).
• Limit the need to read directions by using graphics and pictures that symbolize directions or include a link to a video with the teacher giving directions or an example. Provide a model of discussion notes so that students see the expected outcome of the discussion. Focus student attention on their learning through discussions with peers rather than on remembering what to do because the directions are posted in ways that students can independently understand.
• Keep time for students by sending announcements so that students are aware of the time including a timer in the note catcher. Time often needs to be adjusted based on how ideas are developing in the note catcher.
• Offer feedback and ask questions by inserting comments into the note catcher as students record notes during the discussion.
• Link to help resources such as a text, media, and vocabulary support.
• Provide high-quality criteria in the note catcher as a means for students to monitor their responses and to add challenge to the discussion.

Pre-Assignment Teaching Tips

• Review the slides prior to class and assign students to small groups in ways that support productive discussions.
• Direct students to discuss a specific slide or look for patterns across the class and report their findings to the whole group.
• Encourage students to add videos, pictures, and text, which can lead to interesting discussions.

Promote Belonging While Deepening Learning

Rhonda Bondie teaches at the Harvard Graduate School of Education and is co-author (with Akane Zusho) of Differentiated Instruction Made Practical (Routledge).

ASCD is a community dedicated to educators' professional growth and well-being.

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Grow Your Business

1,400+ easy topics for group discussion with your students, share this article.

Get over 1,000 group discussion topic ideas, and understand the key ways to have productive discussions with your students.

Are you searching for new ways to keep your students on their toes? Sometimes it can feel overwhelming always looking for new, fun, and upbeat ways to keep your students engaged and entertained in your group discussions. 

Helping your students feel compelled to participate in group discussions has proven to be beneficial in more ways than one – besides the fact that it can help strengthen the bonds of your community (whether it be online or in-person), group discussions are an important part of the learning process for students. 

Group discussions facilitate student interactions, helping them learn how to communicate effectively with others. They promote a deeper understanding and help increase long-term information retention. Group discussions can also help increase students’ attention and help maintain their focus by involving them in the learning process. 

In this article, we will discuss why group discussions are so beneficial to the learning environment. We’ve also included some templates with a ton of easy topics for group discussions that can help you build a strong learning environment for your students! 

Related: What Are Learning Communities?

If you know what you are looking for right away, feel free to jump around and explore right away: 

Skip ahead here:

• Benefits of Group Discussion in Online Courses & Communities

Easy Topics for Group Discussion

Gd topics to avoid, how to have a successful group discussion.

• 1400 Group Discussion Topics Categorized

Benefits of Group Discussion in Online Courses & Learning Communities

While we already mentioned some of the major benefits of group discussions, we just want to highlight the importance of group discussions in online courses and communities.

The purpose of having interesting discussion topics in an online course is to provide opportunities for students to interact with each other, the content, and the instructor. 

There are already certain barriers to learning in an online community – such as self-motivation, distractions, and isolation to name a few – which is why it is even more crucial to engage your students in a fun and meaningful way! 

Sometimes it’s hard for more traditional classroom experiences to translate nicely to engaging online learning experiences. Introducing new topics to discuss in a group at the beginning of each class could be the key to making your online course effective. This is because social interactions (especially in the online learning community) foster meaningful connections and involvement between your students. 

Social elements like incorporating interesting topics to discuss in a group complement online courses because they enable social learning , peer-to-peer support, and student-to-instructor support. They also enable students to hold each other accountable for learning goals while creating a sense of community and belonging.

Adding different topics for group discussion in online learning communities is another great and effective way for students to collaborate and connect with one another. A learning community is a shared place for discussion, so why not spice up your interactions by throwing in some thought-provoking and interesting topics to discuss in a group? 

Online vs. in-person group discussion

Now that we’ve covered some of the benefits of group discussions in online courses and communities, let’s discuss whether it is better to have online or in-person group discussions. 

We find purpose and accountability in learning communities, regardless if they are from online or in-person group discussions. The style of traditionally learning in a classroom is currently being sidelined as the online classroom learning style has gained popularity in recent years. However, there are some upsides and downsides to each option, which we will cover. 

Online group discussion

• 27% said they have trust in the knowledge of their peers in an online community.
• 45% said they value diverse opinions. Online communities allow space for a respectful way to learn, and can change the way students see the world. 
• 37% said they appreciate a non-intimidating/judgemental space in an online community. 
• 37% said they value the shared collective experience/pursuit. 
• 52% agree that it’s easier to find others who share interests and passions in a community online vs in-person.
• People can participate from the comfort of their homes or offices – they don’t need to travel to a classroom, meaning there are also no travel costs or facility rental costs.
• Students can join in no matter where they are in the world.
• Participants need to have the correct technology – a computer with a webcam, and typically certain browser configurations. This can limit the population to only people who have this equipment, which narrows down the participant range.
• It is sometimes difficult with the virtual format to capture the richness of people together in a room, reading each other’s body cues and participating in exercises that require more than just speaking back and forth.

In-person group discussion

• Non-verbal cues are a rich data source and contribute to how others may respond when people are in the room together. 
• Can incorporate a wider variety of written and brainstorming exercises such as having students team up and sketch out concepts together. 
• The course instructor can pick up on non-verbal cues and facilitate the conversation more personally.
• There may not be very diverse populations, as people are limited to which area and city the course is being held in.
• Cost is a prohibitive factor to assembling a group – either because of moderator travel costs or facility rental costs.

Ultimately, the structure of the course – whether it is online or in-person – will depend on the nature of the course itself and the environment that the course instructor thinks will be the most beneficial for their students. 

If you are looking for some easy topics, here are a few ideas to get you started.

Favorite Online Resources

The first topic on our list is “What are your favorite online resources?”. This is a great question to get people talking about the different websites and tools that they use on a daily basis. It can also be a great way to find new resources that people may not be aware of. It’s an easy conversation started that can lead to more in-depth topics along the way.

• What is your favorite website or app for travel planning?
• What is your favorite website or app for finding new recipes to try?
• What is your favorite website or app for productivity and organization?
• What is your favorite website for learning new skills or information?

Thoughts On The Internet

If you’re looking for a topic that will get people thinking, then you might want to try “What are your thoughts on the current state of the internet?”. This is a great way to get people to share their thoughts and opinions on the current state of the internet, and it can also be a great way to start a discussion about how the internet can be improved.

• The role of the internet in promoting freedom of speech and censorship
• The funniest memes and internet trends
• How has the internet changed the music industry?
• The role of the internet in creating and fostering online communities
• The role of the internet in education and the future of traditional learning methods

The Impact of Social Media On Our Lives

This is another great topic that can get people thinking and talking. Social media has had a huge impact on our lives, and it’s definitely something worth discussing. It’s a topic that tends to have differing opinions, so the conversation may include many talking points with opportunities to share real-life examples of the impact. You can ask questions referring to what others may have seen on social media like Facebook groups . These groups often have a growing discussion board that can influence opinions. 

• The impact of social media on our communication skills and real-life relationships
• The use of social media for cyberbullying and harassment
• The impact of social media on the economy and job market
• The most absurd social media and internet trends and phenomena

The Pros and Cons of Technology

This is a great topic for discussion, particularly because it’s something that we all use on a daily basis. We rely heavily on technology, so understanding how people view it, both the negative and positive sides, can be quite interesting. It’s also a great way to start a conversation about how we can use technology more effectively, and how we can avoid its negative effects.

• The effects of technology on job security and employment opportunities
• The impact of technology on our ability to communicate and form relationships
• The role of technology in promoting and suppressing privacy and data security
• The effects of technology on our attention spans and memory retention
• The role of technology in promoting and suppressing entrepreneurship and innovation

The Changing Landscape of Education

This is a great topic for discussion, especially if you have an online community full of students or educators. Education is constantly changing, so it’s important to stay up-to-date on the latest trends. This discussion can help people learn about new changes in education, and it can also be a great way to get different perspectives on the issue.

• The impact of technology on the education system and traditional learning methods
• The impact of big data and personalization in education on student privacy and autonomy
• The role of online education and distance learning in the future of education
• The role of education in shaping the future
• The future of virtual reality education

The Importance of Connection

This is a great topic for discussion, particularly in online communities. It can be easy to feel isolated when we’re spending so much time online, so it’s important to find ways to connect with others. This discussion can help people find ways to connect with others, and it can also be a great way to get different perspectives on the issue.

• How can we create a sense of community in our neighborhood?
• How can we support and connect with people who are going through difficult times?
• How can we connect with people with different communication styles?
• How do shared interests foster connections between people?

Things That Inspire Your Creativity

This is a great topic for discussion, particularly in online communities. It can be easy to feel uninspired when we’re spending so much time online, so it’s important to find ways to get our creative juices flowing. This discussion can help people find inspiration, and it can also be a great way to get different perspectives on the issue.

Whatever the context, it is helpful to structure the discussions in a way that defines boundaries for the process and provides some degree of closure within the classroom. Be sure the topics you choose are relevant to your community and that they will promote critical thinking and analysis among your members. With some thoughtful planning, you can use group discussion to build a strong online community .

• The role of positive emotions and happiness in inspiring creativity
• How does culture and diversity influence creativity?
• What is the role of creativity in education?
• What are some common myths about creativity?
• How can creativity be used to solve real-world problems?

“Would you rather” questions

These always make for a great discussion, and sometimes the answers will surprise you.

• Would you rather travel to the past or future?
• Would you rather speak every language or communicate with animals?
• Would you rather go on a beach vacation or a ski vacation?
• Would you rather be invisible or be able to fly?

There are a few topics that you may decide to avoid when having a group discussion. These topics can be controversial, and they can often lead to arguments. Some examples of these topics include:

If you’re not sure whether or not a topic is appropriate for discussion, then it’s always best to err on the side of caution.

Before you start using these topics in your course, how you can approach the group discussion to ensure its success, whether online or in person. Here are a few tips:

Create an inclusive environment

The effective facilitation of a group discussion involves recognizing that there will be many different perspectives and different skills needed to create an inclusive environment. 

In order to do so, it’s important to consider the components of effective group discussions and the conditions that promote small group interactions and engagement. Discussion is a powerful technique for active learning, and a well-facilitated discussion allows students to explore new ideas while recognizing and valuing the contributions of others.

To create an inclusive environment…

• Allow participants to introduce themselves (you can even set up an ice breaker to have pairs of students introduce each other)
• Be clear about group expectations and intentions 
• Use inclusive language 
• Don’t hesitate to ask for clarification if a question or comment is unclear 
• Treat every student with respect and consideration
• Develop an awareness of barriers to learning (cultural, social, personal) 
• Provide sufficient time and space for students to gather their thoughts and contribute to group discussions
• Provide opportunities for participants to get into pairs to share their ideas in a one-on-one setting (some students may be more comfortable with this initially)

Create a process to begin and end the group discussion

To ensure that your group discussion is off to a great start, it’s important to have a plan for the conversation. Think about possibly creating an introduction process. This can be as simple as having everyone introduce themselves and their thoughts on the topic at the beginning of class. 

Have an idea of how you want to wrap up the discussion, especially if there are time constraints. It may be a good idea to summarize the solid points that were brought up throughout the discussion, and praise everyone for participating. This will help to keep the momentum going for the next group discussion, ensuring that your learning community continues to connect with each other.

Make sure everyone has a chance to speak

When leading a group discussion, the one thing you don’t want happening is for one student to monopolize the conversation completely – the benefit of having a group discussion is to listen and hear everyone’s unique perspective on the topic!

One of the most important aspects of a successful group discussion is making sure that everyone has a chance to share their thoughts and opinions. If certain parties are dominating the discussion, actively call on others as you moderate the discussion to give them the floor. You could even go alphabetically. This is especially useful to help engage students who are more shy and would rather not say anything at all. 

Encourage people to ask questions 

A great way to get people talking is to encourage student participation. This helps keep the flow of the conversation steady, as well as actively engaging people to listen and think critically. 

Getting students to ask or write down follow-up questions to share allows them to voice their own thoughts and opinions. It may also be beneficial for the instructor to initiate some questions to help bring out their students’ ideas further.

Have an open mind

In good group discussions, conflicts will sometimes arise. It’s important to remember that not everyone is going to have the same exact opinion as you, and that’s okay. What’s important is that you’re able to listen to other people’s thoughts and perspectives, and have an open mind. 

Keep discussions constructive and positive

At the beginning of each group discussion, clarify the goals of each discussion and establish some of the ground rules for the group.

This can include:

• Allowing all students time to speak
• Sharing personal experiences rather than making general statements about groups of people (stereotyping)
• Encouraging others to add their reactions or ideas to build on someone’s comment
• Keeping discussions on track by listing the questions to cover on the board or in the chat, and summarizing the discussion as it proceeds 

Plan topics for group discussions that will resonate with your students 

When you’re planning your group discussion, make sure to choose topics that will resonate with your community to ensure that the discussion will be engaging and beneficial for everyone involved.

Perhaps at the end of class, you can ask everyone to leave a question that they would like to discuss the next time you all meet together. 

Identify potential problems in group discussions

It’s probable that not all group discussions will go smoothly, depending on the group and the nature of the topic. 

Some potential problems in group discussions include:

• Disengaged students. If you have members who are no longer active in your community, try to engage them by sending them private messages or starting a discussion on a topic that they’re interested in. Also provide opportunities for smaller group discussions. 
• Students who talk too much. Try redirecting the discussion to another person or another topic. Alternatively, you may wish to reframe their comments, making them viable additions to the discussion.
• A discussion that turns into an argument. The course instructor may need to take a strong position as moderator, preventing students from interrupting each other or speaking simultaneously. Also, they could list both sides of the argument, allowing for respectful rebuttals.

Give students feedback 

Let your students know how they did in the group discussion. Offering individual constructive feedback can help your students feel more included and motivated to participate even more during the next group discussion. 

Create discussion forums

Discussion forums are essential to learning communities because they give students a place to keep the conversation going and generate more ideas on the topic. Discussion forums also help foster connection and engagement between your students. 

Related: It’s Time to Tap Into Togetherness with Communities

Creating an Engaging Online Community with Group Discussions

Online communities can be a great way to bring your students together in one place where they can discuss course content, apply their learnings, and ask questions. This also helps you get a pulse check on what your audience wants to learn from you.

When building an online community, it’s important to outline community guidelines —helping to improve communication, avoid conflict, and prevent chaos in your community.

Group discussion can be a great way to build an online community if you can get students talking and thinking about different topics. Just remember to keep an open mind, be respectful, and make sure that everyone has a chance to speak. With these tips, you’ll be well on your way to having a successful group discussion.

If you’re still looking for more ideas for GD topics, keep scrolling! Or try one of our Group Discussion Topic Generators:

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1400+ Group Discussion Topics Categorized

Animal welfare, diversity and inclusion, easy topics.

• Elementary school students (age-related)

English literature

Favorite online resources, fostering good relationships, funny group discussion ideas.

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Interesting

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Personal hygiene

Solving disputes, the changing landscape of education, the impact of social media on our lives, the pros and cons of technology.

• Thoughts on the Internet

Would you rather

Young adult discussion topics.

• What is animal welfare and why is it important?
• How can we promote awareness about animal welfare issues in our communities?
• What role should governments play in protecting animal welfare?
• Should animals have legal rights and protections?
• How can we reduce the environmental impact of animal agriculture while still ensuring animal welfare?
• Should animal testing be banned?
• What is the impact of animal entertainment, such as circuses and zoos, on animal welfare?
• How can we reduce the number of animals used for food, clothing, and other products?
• How can we ensure that animals in research labs are treated ethically and with respect?
• Should we prioritize animal welfare over economic interests in industries such as agriculture and tourism?
• How can we encourage responsible pet ownership and prevent animal neglect and abuse?
• How can we ensure that animals used for human consumption are raised and slaughtered in humane conditions?
• Should we prohibit the breeding of certain breeds of animals for cosmetic purposes?
• How can we reduce the impact of human activity on wildlife habitats?
• Should we restrict the use of animals in sports and other entertainment activities?
• How can we prevent the spread of diseases between animals and humans?
• What is the impact of climate change on animal welfare?
• Should we prohibit the use of animals in military operations and experiments?
• How can we ensure that animals used in educational and scientific exhibits are treated humanely?
• Should we restrict the use of animals in fashion and beauty industries?
• What is the impact of animal trafficking and poaching on animal welfare?
• Should we restrict the use of animals in rodeos and other similar events?
• How can we ensure that animals used for therapy and service purposes are treated ethically?
• Should we ban the use of animals in circuses and other traveling shows?
• How can we prevent animal cruelty and abuse in the food industry?
• What is the impact of animal overpopulation on animal welfare?
• Should we restrict the breeding and sale of exotic animals as pets?
• How can we prevent animal cruelty in the entertainment industry, such as in films and television shows?
• Should we prohibit the use of animals in product testing for cosmetics and personal care products?
• How can we ensure that animals used for transportation are treated humanely?
• Should we restrict the breeding and sale of animals for sport hunting?
• How can we prevent animal cruelty in puppy mills and other large-scale breeding operations?
• Should we restrict the use of animals in scientific research and testing?
• How can we prevent animal cruelty in the fur and leather industries?
• Should we restrict the use of animals in tourism and entertainment activities, such as elephant rides and swimming with dolphins?
• How can we ensure that animals used for religious practices are treated humanely?
• Should we restrict the use of animals in pest control?
• How can we prevent animal cruelty and abuse in the entertainment industry, such as in theme parks and water parks?
• Should we restrict the use of animals in hunting and fishing for sport?
• How can we ensure that animals used for food are raised and slaughtered humanely in small-scale farming operations?
• What is the impact of factory farming on animal welfare?
• Should we restrict the breeding and sale of animals for use in laboratory testing?
• How can we prevent animal cruelty and abuse in the pet industry, such as in pet stores and breeding operations?
• Should we restrict the use of animals in traditional medicine practices?
• How can we ensure that animals used for wool and silk production are treated humanely?
• What is the impact of deforestation on animal welfare?
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• What are some common marketing strategies used by businesses today?
• How can businesses effectively use social media for marketing?
• Should businesses focus more on digital marketing or traditional marketing methods?
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• What is the impact of customer reviews on marketing?
• How can businesses effectively use video marketing to engage with customers?
• Should businesses focus more on inbound marketing or outbound marketing strategies?
• How can businesses effectively use paid advertising, such as Google Ads and Facebook Ads?
• What is the role of storytelling in marketing?
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• What is the role of mobile apps in marketing?
• How can businesses effectively use customer reviews in their marketing efforts?
• How can businesses use memes and viral marketing in their strategies?
• How can businesses effectively use podcast marketing to reach new audiences?
• Should businesses focus more on omnichannel or multichannel marketing strategies?
• How can businesses effectively use direct mail marketing in the digital age?
• What is the impact of customer experience on brand loyalty?
• What is sales and why is it important for businesses?
• What are some common sales techniques used by sales professionals today?
• How can businesses effectively train their sales teams?
• What is the role of customer relationship management (CRM) in sales?
• How can businesses effectively use data analytics to improve their sales efforts?
• Should businesses focus more on inbound or outbound sales strategies?
• What is the role of customer service in sales?
• How can businesses effectively use sales automation tools?
• How can businesses effectively use social selling to connect with customers?
• What is the impact of customer retention on sales?
• How can businesses effectively use referral selling to grow their customer base?
• Should businesses focus more on product knowledge or customer knowledge in their sales efforts?
• What is the role of storytelling in sales?
• How can businesses effectively use video selling to engage with customers?
• How can businesses effectively use sales forecasting to plan for the future?
• How can businesses effectively use sales enablement tools?
• Should businesses focus more on B2B or B2C sales strategies?
• How can businesses effectively use account-based selling to target specific customers?
• What is the impact of customer experience on sales?
• How can businesses effectively use upselling and cross-selling techniques?
• Should businesses focus more on inbound or outbound prospecting strategies?
• How can businesses effectively use customer feedback to improve their sales efforts?
• What is the role of emotional intelligence in sales?
• How can businesses effectively use value-based selling techniques?
• How can businesses effectively use objection handling techniques in their sales efforts?
• Should businesses focus more on relationship selling or transactional selling?
• How can businesses effectively use storytelling in their sales pitches?
• What is the impact of social proof on sales?
• How can businesses effectively use customer personas in their sales efforts?
• Should businesses focus more on inside sales or outside sales strategies?
• What is the role of empathy in sales?
• How can businesses effectively use competitive analysis in their sales efforts?
• How can businesses effectively use social media for sales?
• Should businesses focus more on product selling or solution selling?
• How can businesses effectively use customer advocacy in their sales strategies?
• What is the role of sales coaching in developing sales professionals?
• How can businesses effectively use customer success stories in their sales pitches?
• Should businesses focus more on consultative selling or transactional selling?
• What is the impact of sales process optimization on sales?
• How can businesses effectively use customer segmentation in their sales efforts?
• How can businesses effectively use persuasive language in their sales pitches?
• Should businesses focus more on inbound or outbound lead generation strategies?
• What is the role of social listening in sales?
• How can businesses effectively use sales funnels to guide customers through the sales process?
• How can businesses effectively use customer data to personalize their sales pitches?
• Should businesses focus more on account management or new business development in their sales efforts?
• What is the impact of sales productivity on overall business success?
• How can businesses effectively use sales promotions to drive sales?
• Should businesses focus more on online sales or offline sales strategies?
• What is the role of customer experience in post-sales support?
• How can businesses effectively use sales contests to motivate sales teams?
• Should businesses focus more on sales specialization or generalization?
• What is the impact of sales pipeline management on sales success?
• How can businesses effectively use email marketing for sales?
• How can businesses effectively use virtual selling in the digital age?
• Should businesses focus more on lead qualification or lead generation in their sales efforts?
• What is the role of market research in sales?
• How can businesses effectively use account-based marketing to support their sales efforts?
• How can businesses effectively use storytelling in their sales follow-up efforts?
• Should businesses focus more on price-based selling or value-based selling?
• What is the impact of sales forecasting accuracy on overall business success?
• How can businesses effectively use customer surveys to improve their sales efforts?
• Should businesses focus more on product differentiation or brand differentiation in their sales strategies?
• What is the role of networking in sales?
• How can businesses effectively use sales collateral to support their sales efforts?
• Should businesses focus more on lead nurturing or lead conversion in their sales strategies?
• What is the impact of sales culture on sales success?
• How can businesses effectively use customer testimonials to support their sales efforts?
• Should businesses focus more on sales specialization or cross-functional collaboration?
• What is the role of sales performance metrics in sales management?
• How can businesses effectively use online advertising for sales?
• Should businesses focus more on inbound or outbound account-based marketing strategies?
• What is the impact of product packaging on sales?
• How can businesses effectively use sales incentives to motivate their sales teams?
• Should businesses focus more on inside sales or field sales strategies?
• What is the role of product demos in sales?
• How can businesses effectively use content marketing for sales?
• Should businesses focus more on product features or customer benefits in their sales pitches?
• What is the impact of sales coaching on sales performance?
• How can businesses effectively use lead scoring to prioritize their sales efforts?
• Should businesses focus more on sales specialization or sales generalization?
• What is the role of sales territories in sales management?
• Should businesses focus more on referral selling or cold calling in their sales strategies?
• What is the impact of sales technology on sales productivity?
• How can businesses effectively use chatbots for sales?
• Should businesses focus more on relationship building or closing techniques in their sales efforts?
• What is the role of sales incentives in improving customer loyalty?
• How can businesses effectively use sales gamification to engage their sales teams?
• Should businesses focus more on customer acquisition or customer retention in their sales strategies?
• What is the impact of sales training on sales performance?
• How can businesses effectively use customer success stories to support their sales efforts?
• The role of art in society
• The impact of technology on contemporary art
• The evolution of art throughout history
• The future of art and technology
• The Influence of culture on Art
• The importance of art education
• The impact of public art on communities
• The power of public art in creating social change
• The value of art in mental health and wellbeing
• The role of Museums in preserving art history
• The relationship between art and politics
• The impact of globalization on art
• The Influence of religion on Art
• The role of the artist in society
• The ethics of art censorship
• The power of art to create empathy
• The impact of art on social justice movements
• The relationship between art and science
• The role of art in personal expression
• The evolution of street art and graffiti
• The impact of art on urban spaces
• The influence of art on popular culture
• The role of art in healing trauma
• The importance of art therapy
• The role of art in preserving cultural heritage
• The impact of art on the economy
• The future of virtual reality art
• The ethics of art forgery and plagiarism
• The power of art to bring people together
• The role of art in environmental activism
• The impact of art on tourism
• The influence of art on fashion
• The role of art in education
• The impact of art on advertising
• The relationship between art and literature
• The evolution of art movements throughout history
• The impact of color theory on art
• The power of art to convey emotions
• The role of art in documenting history
• The influence of art on interior design
• The impact of art on cultural identity
• The role of art in social media
• The ethics of cultural appropriation in art
• The role of art in protest movements
• The power of art to promote diversity and inclusion
• The impact of art on fashion photography
• The role of art in community development
• The influence of architecture on art
• The impact of art on fashion design
• The role of art in marketing and advertising
• The ethics of graffiti art and vandalism
• The power of art to tell personal stories
• The influence of art on theater and performance
• The role of art in the digital age
• The impact of art on video game design
• The future of augmented reality in art
• The role of art in political propaganda
• The ethics of art ownership and copyright
• The power of art to challenge societal norms
• The impact of art on fashion illustration
• The role of art in branding and identity
• The influence of music on art
• The impact of art on graphic design
• The role of art in public speaking and presentations
• The ethics of public art and community engagement
• The power of art to inspire creativity
• The impact of art on product design
• The role of art in the beauty industry
• The influence of nature on art
• The impact of art on animation and film
• The role of art in spiritual and religious expression
• The ethics of art as a commodity
• The power of art to promote self-reflection
• The influence of art on product packaging
• The role of art in branding and marketing
• The impact of art on fashion advertising
• The future of art in artificial intelligence
• The role of art in video production
• The influence of art on industrial design
• The impact of art on public relations
• The role of art in visual storytelling
• The ethics of street art and property rights
• The power of art to promote cultural understanding
• The impact of art on web design
• The role of art in event planning
• The influence of art on packaging design
• The impact of art on interior decorating
• The role of art in journalism and news reporting
• The ethics of cultural heritage preservation and restoration
• The power of art to convey social commentary
• The influence of art on fashion accessories
• The impact of art on architecture and building design
• The role of art in fashion styling and image consulting
• The future of art in virtual and augmented reality
• The ethics of art and cultural sensitivity
• The power of art to promote social change and activism
• The impact of art on product branding and marketing
• The role of art in international diplomacy and relations.
• What are some ways to overcome shyness or social anxiety and connect with others?
• How can we build stronger relationships with our family members?
• What are some effective ways to communicate and connect with coworkers?
• How can we create a sense of community in our neighborhoods?
• What are some ways to connect with people who have different cultural backgrounds?
• How can we use social media to connect with others in a meaningful way?
• How can we deepen our friendships and maintain strong connections with people?
• What are some ways to connect with people who share our interests or passions?
• What are some ways to build trust and create a safe space for sharing with others?
• How can we be more empathetic and understanding in our interactions with others?
• What are some ways to connect with people who have different political views?
• How can we create a sense of belonging in groups or organizations?
• What are some ways to connect with people in our local community?
• How can we be more vulnerable and open in our relationships with others?
• What are some ways to connect with people in different age groups?
• How can we create a supportive environment for sharing personal experiences?
• What are some ways to connect with people in different professions or industries?
• How can we connect with people who have different lifestyles or values?
• How can we practice active listening and show genuine interest in others?
• What are some ways to connect with people through volunteering or community service?
• How can we connect with people through shared hobbies or activities?
• How can we connect with people who are geographically distant?
• What are some ways to build positive relationships with our coworkers?
• How can we connect with people who have different communication styles?
• What are some ways to connect with people from different socioeconomic backgrounds?
• How can we connect with people who have different religious or spiritual beliefs?
• How can we connect with people who are experiencing loneliness or isolation?
• What are some ways to connect with people who speak a different language?
• How can we connect with people who are part of marginalized communities?
• What are some ways to connect with people through acts of kindness or generosity?
• How can we connect with people who have different personality types?
• How can we build stronger relationships with our romantic partners?
• What are some ways to connect with people who have different learning styles?
• How can we connect with people through shared goals or aspirations?
• How can we connect with people who have different abilities or disabilities?
• What are some ways to connect with people who have different life experiences?
• How can we build stronger relationships with our children or parents?
• How can we connect with people who have different communication barriers?
• What are some ways to connect with people through shared values or beliefs?
• How can we build stronger relationships with our friends?
• How can we connect with people who have different senses of humor?
• How can we connect with people who have different dietary preferences?
• What are some ways to connect with people through shared music or art?
• How can we connect with people who have different opinions on controversial issues?
• How can we build stronger relationships with our mentors or mentees?
• How can we connect with people who have different relationship styles?
• How can we connect with people who have different career goals or aspirations?
• What are some ways to connect with people through shared travel experiences?
• The role of cooking in cultural identity and tradition
• The impact of technology and innovation on cooking techniques and recipes
• The importance of using fresh, whole ingredients in cooking and meal preparation
• The benefits and challenges of cooking with different diets, such as vegetarian, vegan, gluten-free, etc.
• The role of cooking in building community and relationships
• The history and evolution of cooking methods and cuisine
• The benefits of cooking with family and friends, and the role of cooking in bringing people together
• The impact of food waste and sustainability on cooking and meal planning
• The importance of cooking skills and meal planning for healthy eating and living
• The role of cooking in stress relief and self-care
• The benefits and challenges of cooking with limited time and resources
• The impact of social media and popular culture on cooking trends and styles
• The importance of food presentation and plating in cooking and meal presentation
• The benefits of cooking with seasonal and local ingredients
• The role of cooking in economic and financial well-being, including meal planning and budgeting
• The impact of cultural exchange and fusion in cooking and cuisine
• The importance of knife skills and kitchen safety in cooking
• The benefits and challenges of cooking for large groups and events
• The role of cooking in exploring and understanding other cultures through food
• The impact of food allergies and intolerances on cooking and meal planning
• The importance of experimentation and creativity in cooking and recipe development
• The benefits and challenges of cooking for one or cooking solo
• The role of cooking in maintaining and improving mental and physical health
• The impact of cooking and food education in schools and communities
• The importance of cooking as a lifelong skill for personal and professional development.
• The role of nature and the great outdoors in inspiring creativity
• The impact of travel and new experiences on creativity and imagination
• The effects of music, art, and literature on the imagination and creative expression
• The impact of play and unstructured time on imaginative thinking and creative problem solving
• The effects of mindfulness and meditation on creative thought and inspiration
• The role of curiosity and exploration in stimulating creative ideas and solutions
• The impact of social and cultural diversity on creative expression and innovation
• The effects of collaboration and teamwork in inspiring creative solutions and ideas
• The role of failure and setbacks in fostering creative growth and resilience
• The impact of quiet time and solitude on the creative process and imaginative thinking
• The effects of playfulness and humor on creative expression and problem solving
• The role of storytelling and oral traditions in inspiring imaginative thinking and creative expression
• The impact of physical activity and exercise on the imagination and creative thinking
• The effects of mindfulness and being present in the moment on the imagination and creative thinking
• The role of sleep and rest in fostering creative ideas and inspiration
• The impact of surrounding oneself with positive and supportive people on creative expression and problem solving
• The effects of taking breaks and allowing the mind to wander on the imagination and creative process
• The role of creating a supportive and stimulating physical environment for creativity
• The impact of taking on new challenges and learning new skills on imaginative thinking and creative expression
• The effects of connecting with one’s passions and personal interests on creative expression and problem solving
• The role of dreaming and the subconscious mind in inspiring creative ideas and solutions
• The impact of overcoming obstacles and challenges on creative growth and resilience
• The effects of nature and exposure to the elements on creative inspiration and problem solving
• The role of experimentation and trying new things in fostering creative expression and innovative thinking.
• What is creativity and how can we define it?
• What are the benefits of creativity in our personal and professional lives?
• How can we encourage creativity in the workplace or in school?
• How can we overcome creative blocks and generate new ideas?
• What role does environment play in fostering creativity?
• How can technology be used to enhance creativity?
• How can we balance structure and freedom to encourage creativity?
• How can different forms of art inspire creativity in other areas of our lives?
• How can collaboration lead to more creative ideas?
• How can we measure creativity and its impact?
• How can we use creativity to improve mental health and well-being?
• What are some examples of innovative and creative companies?
• How can we use creativity to promote sustainability and environmentalism?
• How can we use creativity to improve communication and empathy?
• How can we incorporate creativity into our daily routines?
• What are some creative ways to approach problem-solving?
• How can we overcome fear and take risks in our creative pursuits?
• How can we use creativity to challenge and disrupt the status quo?
• How can we use creativity to build community and bring people together?
• What are some common obstacles to creativity and how can we overcome them?
• How can we use creativity to express ourselves and our identities?
• How can we use creativity to foster innovation and entrepreneurship?
• How can we use creativity to improve our physical health and fitness?
• How can we use creativity to bridge cultural and social divides?
• How can we use creativity to explore and understand complex ideas?
• What are some examples of successful creative projects or initiatives?
• How can we use creativity to drive social and political change?
• How can we use creativity to improve our relationships with others?
• How can we use creativity to create memorable and impactful experiences?
• How can we use creativity to inspire and motivate ourselves and others?
• How can we use creativity to preserve and celebrate cultural traditions?
• How can we use creativity to foster critical thinking and problem-solving skills?
• How can we use creativity to create a better future for ourselves and others?
• How can we use creativity to explore and express our emotions?
• How can we use creativity to promote empathy and understanding?
• How can we use creativity to create more inclusive and equitable societies?
• How can we use creativity to improve our cognitive and intellectual abilities?
• How can we use creativity to promote self-discovery and personal growth?
• How can we use creativity to create more meaningful and fulfilling lives?
• How can we use creativity to connect with nature and the environment?
• How can we use creativity to promote positive social and cultural change?
• How can we use creativity to promote innovation and progress in different fields?
• How can we use creativity to improve our ability to adapt to change?
• How can we use creativity to create new opportunities and possibilities?
• How can we use creativity to overcome adversity and difficult circumstances?
• How can we use creativity to promote healing and recovery from trauma?
• The impact of implicit biases and stereotypes on diversity and inclusion
• The importance of allyship and solidarity in promoting diversity and inclusion
• The benefits and challenges of workplace diversity and inclusion initiatives
• The role of education and awareness in promoting diversity and inclusion
• The impact of historical and systemic discrimination on diversity and inclusion
• The benefits and challenges of actively seeking out diverse perspectives and experiences
• The importance of embracing and celebrating cultural differences in promoting diversity and inclusion
• The role of diversity and inclusion in personal and professional development
• The impact of media representation and media literacy on diversity and inclusion
• The benefits and challenges of actively addressing privilege and power dynamics in promoting diversity and inclusion
• The importance of open-mindedness and empathy in promoting diversity and inclusion
• The role of language and communication in promoting diversity and inclusion
• The impact of intersectionality on diversity and inclusion
• The benefits and challenges of diversity and inclusion in community organizations and activism
• The importance of actively promoting and advocating for diversity and inclusion in all areas of life
• The role of technology and innovation in promoting diversity and inclusion
• The impact of globalization and cultural exchange on diversity and inclusion
• The benefits and challenges of promoting diversity and inclusion in education
• The importance of encouraging diverse leadership and representation in all industries
• The role of diverse representation in politics and government in promoting diversity and inclusion
• The impact of personal experiences and narratives on diversity and inclusion
• The benefits and challenges of creating inclusive and welcoming spaces for all individuals
• The importance of examining and addressing personal biases in promoting diversity and inclusion
• The role of diversity and inclusion in promoting overall equality and justice
• The impact of individual actions and choices on promoting diversity and inclusion in communities and society.
• The benefits of daily exercise
• Ways to reduce stress
• The importance of good sleep
• The impact of social media on relationships
• Budgeting and saving money
• The benefits of volunteering
• The effects of technology on work-life balance
• Healthy eating habits
• The benefits of traveling
• The importance of hydration
• The impact of the internet on communication
• The benefits of mindfulness and meditation
• Time management strategies
• The importance of setting goals
• The impact of technology on education
• The benefits of reading
• The importance of self-care
• The effects of social media on self-esteem
• The benefits of spending time in nature
• The importance of emotional intelligence
• The impact of social media on politics
• The benefits of team sports
• The importance of friendships
• The effects of technology on personal relationships
• The benefits of public speaking
• The importance of positive thinking
• The impact of social media on mental health
• The benefits of community service
• The importance of good leadership
• The effects of technology on privacy
• The benefits of networking
• The importance of good communication skills
• The impact of social media on body image
• The benefits of continuous learning
• The importance of time with family
• The effects of technology on relationships with others
• The benefits of having a support system
• The importance of forgiveness
• The impact of social media on personal branding
• The benefits of creativity and innovation
• The importance of public speaking skills
• The effects of technology on productivity
• The benefits of being organized
• The importance of taking breaks
• The impact of social media on personal relationships
• The benefits of spending time alone
• The importance of resilience
• The effects of technology on memory retention
• The benefits of public speaking and presentation skills
• The importance of work-life balance

Elementary school students (age related)

• The importance of kindness and empathy
• The benefits of outdoor play
• The role of imagination in creativity
• The importance of eating healthy food
• The benefits of having a positive attitude
• The role of teamwork in solving problems
• The importance of good hygiene
• The benefits of physical activity
• The role of honesty in building trust
• The importance of helping others
• The benefits of being grateful
• The role of perseverance in achieving goals
• The importance of being environmentally responsible
• The benefits of creativity and self-expression
• The role of cooperation in friendships
• The importance of good manners and etiquette
• The benefits of reading and learning
• The role of positive self-talk in building confidence
• The importance of empathy and understanding towards others
• The benefits of kindness and compassion
• The role of friendship in building strong relationships
• The importance of being safe in daily life
• The benefits of laughter and humor
• The role of respect in building strong relationships
• The importance of taking care of one’s body
• The role of teamwork in group activities
• The importance of being responsible and reliable
• The benefits of practicing gratitude
• The role of patience in achieving success
• The importance of using one’s imagination
• The benefits of creative problem solving
• The role of resilience in overcoming challenges
• The benefits of expressing oneself through art and music
• The role of empathy in developing strong relationships
• The importance of positive self-image
• The benefits of practicing forgiveness
• The role of trust in building strong relationships
• The importance of healthy sleep habits
• The benefits of teamwork and cooperation
• The role of responsibility in daily life
• The importance of positive role models
• The benefits of physical activity and exercise
• The role of goal setting in personal development
• The importance of being environmentally conscious
• The benefits of helping others and giving back
• The role of good communication in resolving conflicts
• The importance of healthy boundaries in relationships
• The benefits of practicing empathy and compassion.
• Who is your favorite English author and why?
• Can literature influence society and culture?
• How has English literature evolved over the years?
• Is it necessary to have a degree in English literature to appreciate it?
• Is the study of English literature relevant in today’s world?
• Should English literature be taught in schools?
• What is your favorite English novel and why?
• Can literature be used as a form of escapism?
• Is it important for authors to have personal experiences to write good literature?
• Is it necessary for authors to write in a particular style?
• Can literature be used to understand different cultures and perspectives?
• Is it important for literature to have a moral message?
• Is it necessary for literature to be entertaining?
• Should literature be judged on its literary merit or popularity?
• Can literature be used to promote social change?
• Is it necessary for literature to reflect real-life issues?
• Is the literary canon too focused on white male authors?
• Can literature be considered a reflection of society?
• Is it necessary for authors to have a particular writing process?
• Can literature be used to improve empathy and emotional intelligence?
• Should literature be used in therapy?
• Is it important for literature to be historically accurate?
• Is it necessary for literature to be timeless?
• Is it important for literature to be relatable?
• Is it necessary for literature to have a plot?
• Can literature be considered a form of art?
• Is it important for literature to be accessible to all?
• Is the use of symbolism in literature important?
• Can literature be used to improve language skills?
• Should literature be free from censorship?
• Is it important for literature to be culturally diverse?
• Can literature be used to understand human nature?
• Is it necessary for literature to have a moral lesson?
• Is it important for literature to be optimistic?
• Can literature be used to explore human emotions and relationships?
• Is it necessary for literature to have a happy ending?
• Should literature be used to inspire social activism?
• Can literature be used to educate people about historical events?
• Is it necessary for literature to have a protagonist and antagonist?
• Should literature be used to teach critical thinking?
• Is it necessary for literature to have a clear message?
• Should authors be held responsible for the messages in their literature?
• Can literature be used to explore political ideologies?
• Is it necessary for literature to have a realistic portrayal of characters?
• Can literature be used to explore the meaning of life?
• Is it important for literature to be unique and original?
• Can literature be used to explore the human psyche?
• Is it necessary for literature to have a specific genre?
• Should literature be used to explore controversial topics?
• Can literature be used to understand the past and predict the future?
• Can literature be used to promote tolerance and understanding?
• Should literature be used to challenge societal norms?
• Can literature be used to teach empathy and compassion?
• Is it necessary for literature to have a specific structure?
• Can literature be used to explore philosophical ideas?
• Should literature be used to explore the supernatural?
• Is it necessary for literature to have a resolution?
• Can literature be used to explore the mysteries of the universe?
• Should literature be used to explore the absurdities of life?
• Can literature be used to explore the human condition?
• Is it necessary for literature to have a hero’s journey?
• The most useful online resources for students
• The best online resources for learning a new skill
• Online resources for remote work and collaboration
• Online resources for mental health and wellness
• The most helpful online resources for cooking and recipe ideas
• The most informative online resources for current events and news
• Online resources for budgeting and personal finance management
• The most entertaining online resources for movies and TV shows
• The best online resources for fitness and exercise inspiration
• The most helpful online resources for travel and adventure planning
• The most useful online resources for job search and career development
• The most informative online resources for science and technology news
• Online resources for self-improvement and personal growth
• The most entertaining online resources for music and concerts
• The most helpful online resources for shopping and fashion tips
• The most informative online resources for sports news and analysis
• The most useful online resources for language learning
• The best online resources for art and design inspiration
• The most helpful online resources for home improvement and DIY projects
• The most informative online resources for political news and analysis
• Online resources for spiritual growth and wellness
• The most entertaining online resources for comedy and humor
• The most useful online resources for car and vehicle maintenance
• The best online resources for gardening and horticulture tips
• The most helpful online resources for pet care and animal welfare
• What is your go-to website for news and current events?
• What is your favorite social media platform and why?
• Do you have a favorite website or app for productivity or organization? If so, what is it?
• What is your favorite website or app for entertainment?
• Do you have a favorite website or app for staying healthy or fit? If so, what is it?
• What is your favorite website or app for online shopping?
• Do you have a favorite website or app for travel planning? If so, what is it?
• What is your favorite website or app for booking events or activities?
• Do you have a favorite website or app for language learning? If so, what is it?
• What is your favorite website or app for music streaming?
• Do you have a favorite website or app for discovering new books to read? If so, what is it?
• What is your favorite website or app for watching movies or TV shows?
• Do you have a favorite website or app for connecting with friends or family online? If so, what is it?
• What is your favorite website or app for creating and sharing videos?
• Do you have a favorite website or app for discovering new podcasts? If so, what is it?
• What is your favorite website or app for finding and booking local services, such as haircuts or massages?
• Do you have a favorite website or app for finding and booking travel accommodations? If so, what is it?
• What is your favorite website or app for online banking?
• Do you have a favorite website or app for finding and booking flights? If so, what is it?
• What is your favorite website or app for finding and booking rental cars?
• Do you have a favorite website or app for managing your finances or investments? If so, what is it?
• What is your favorite website or app for job searching and career development?
• Do you have a favorite website or app for learning about new technology or gadgets? If so, what is it?
• What is your favorite website or app for discovering new podcasts? If so, what is it?
• Do you have a favorite website or app for discovering and booking local events, such as concerts or festivals? If so, what is it?
• What is your favorite website or app for finding and booking fitness classes or workouts?
• Do you have a favorite website or app for finding and booking beauty services, such as manicures or facials? If so, what is it?
• What is your favorite website or app for staying up-to-date on pop culture?
• Do you have a favorite website or app for finding and booking outdoor activities, such as hiking or kayaking? If so, what is it?
• What is your favorite website or app for learning about mental health and wellness?
• Do you have a favorite website or app for finding and booking volunteer opportunities? If so, what is it?
• What is your favorite website or app for discovering and booking travel experiences, such as tours or cultural activities?
• Do you have a favorite website or app for finding and booking pet services, such as dog walking or pet grooming? If so, what is it?
• What is your favorite website or app for finding and booking home services, such as cleaning or repairs?
• Do you have a favorite website or app for finding and booking outdoor adventure experiences
• The importance of effective communication in fostering good relationships
• The benefits and challenges of setting and maintaining healthy boundaries in relationships
• The role of trust and honesty in fostering good relationships
• The impact of emotional intelligence on fostering good relationships
• The benefits and challenges of active listening and empathy in relationships
• The importance of mutual respect and understanding in fostering good relationships
• The role of shared values and interests in fostering good relationships
• The impact of past experiences and traumas on fostering good relationships
• The benefits and challenges of overcoming conflicts and resolving disputes in relationships
• The importance of maintaining individual autonomy and independence in relationships
• The role of compromise and negotiation in fostering good relationships
• The impact of effective time management and prioritization on fostering good relationships
• The benefits and challenges of managing expectations and setting realistic goals in relationships
• The importance of forgiveness and letting go in fostering good relationships
• The role of self-awareness and self-reflection in fostering good relationships
• The impact of social and cultural norms on fostering good relationships
• The benefits and challenges of actively expressing gratitude and appreciation in relationships
• The importance of physical and emotional intimacy in fostering good relationships
• The role of transparency and open-mindedness in fostering good relationships
• The impact of personal growth and development on fostering good relationships
• The benefits and challenges of fostering good relationships with in-laws and extended family members
• The importance of supporting and encouraging personal growth and success in relationships
• The role of compromise and compromise in fostering good relationships
• The impact of technology and social media on fostering good relationships
• The benefits and challenges of promoting honesty, vulnerability, and authenticity in fostering good relationships.
• The funniest movies and TV shows of all time
• The most ridiculous fashion trends in history
• The funniest jokes and puns you’ve ever heard
• The most embarrassing moments you’ve experienced
• The funniest pranks you’ve played or seen
• The most ridiculous celebrity gossip and rumors
• The funniest accents and impressions you can do
• The most ridiculous names you’ve heard
• The funniest autocorrect and typo fails
• The most bizarre conspiracy theories you’ve heard
• The most ridiculous superstitions and beliefs
• The funniest quotes from comedians and celebrities
• The most embarrassing personal habits you’ve noticed in others
• The funniest animals and their antics
• The most ridiculous trends and fads from your childhood
• The funniest bloopers and outtakes from movies and TV shows
• The most absurd laws and regulations you’ve heard of
• The funniest jokes about different countries and cultures
• The most ridiculous tech fails and glitches
• The funniest nicknames and pet names you’ve heard
• The most absurd celebrity interviews and appearances
• The funniest parodies and mock commercials
• The most ridiculous new year’s resolutions you’ve heard
• The funniest pick-up lines and one-liners you’ve heard.
• The most absurd internet challenges and trends
• The funniest celebrity impressions and parodies
• The most ridiculous product inventions and infomercials
• The funniest jokes about different professions
• The most absurd news headlines and articles
• The funniest jokes about different languages and accents
• The most ridiculous tourist attractions and roadside attractions
• The funniest jokes about different cultures and customs
• The most absurd fashion and beauty trends and products
• The funniest jokes about different types of food
• The most ridiculous wedding and baby shower trends
• The funniest jokes about different types of sports
• The most absurd reality TV shows and competitions
• The funniest jokes about different types of hobbies and interests
• The most ridiculous historical events and figures
• The funniest jokes about different types of music and musicians
• The most absurd TV and movie spin-off shows and sequels
• The funniest jokes about different types of relationships and dating
• The most ridiculous beauty and grooming products and rituals
• The funniest jokes about different types of transportation
• The most absurd urban legends and ghost stories
• The funniest jokes about different types of weather and natural disasters
• The most ridiculous fashion and beauty mishaps and fails
• The funniest jokes about different types of pets and animals
• The most absurd holiday and seasonal traditions and customs
• The funniest jokes about different types of technology and gadgets
• The most ridiculous business and marketing strategies and campaigns
• The funniest jokes about different types of health and wellness practices
• The most absurd historical and scientific discoveries and theories
• The funniest jokes about different types of entertainment and media
• The most ridiculous personal and lifestyle trends and fads
• The funniest jokes about different types of fashion and beauty
• The most absurd political and social movements and issues
• The funniest jokes about different types of art and creativity
• The most ridiculous environmental and sustainability efforts and causes
• The funniest jokes about different types of travel and tourism
• The funniest jokes about different types of education and learning
• The most ridiculous personal and social norms and expectations
• The funniest jokes about different types of work and careers
• The most absurd philosophical and spiritual beliefs and practices
• The funniest jokes about different types of history and heritage
• The most ridiculous conspiracy theories and mysteries
• The funniest jokes about different types of food and drink
• The most absurd personal and social quirks and idiosyncrasies
• The funniest jokes about different types of nature and the outdoors
• The most ridiculous personal and social insecurities and anxieties

Health and fitness

• The impact of technology and innovation on health and fitness practices
• The importance of a balanced diet and nutrition for overall health and well-being
• The benefits and challenges of incorporating physical activity into a busy lifestyle
• The role of genetics and family history in health and fitness
• The impact of stress and mental health on physical health and well-being
• The benefits and challenges of mindfulness and meditation in promoting health and fitness
• The importance of sleep for overall health and fitness
• The role of community and social support in health and fitness practices
• The impact of technology and screen time on physical and mental health
• The benefits and challenges of outdoor and environmental fitness
• The importance of injury prevention and recovery in fitness and physical activity
• The role of fitness and physical activity in managing and preventing chronic conditions
• The impact of cultural and societal influences on health and fitness practices and beliefs
• The benefits and challenges of strength training and weightlifting for health and fitness
• The importance of individualized and customized fitness plans for personal health goals
• The role of health and fitness in personal and professional development
• The impact of climate change and the environment on health and fitness
• The benefits and challenges of group fitness classes and training programs
• The importance of mental health and body image in overall health and fitness
• The role of health and fitness in disease prevention and management
• The impact of food culture and food industry on health and fitness
• The benefits and challenges of performance-enhancing drugs and supplements in fitness
• The importance of hydration and fluid intake for health and fitness
• The role of health and fitness in promoting overall happiness and well-being
• The impact of international travel and relocation on health and fitness practices and habits.

High school students (age related)

• The impact of social media on society
• The importance of diversity and inclusion
• The benefits of college education
• The role of technology in shaping the future
• The impact of climate change
• The importance of self-care and mental health
• The benefits of volunteering and community service
• The role of critical thinking in problem solving
• The impact of politics on society
• The importance of good time management
• The role of teamwork in achieving success
• The impact of fake news and misinformation
• The importance of healthy relationships
• The benefits of effective communication skills
• The role of leadership in community development
• The impact of social media on self-esteem
• The importance of goal setting and personal development
• The role of creativity and innovation in problem solving
• The importance of stress management
• The benefits of financial literacy and budgeting
• The role of self-reflection in personal growth
• The impact of technology on work-life balance
• The importance of a healthy work-life balance
• The benefits of civic engagement and community involvement
• The role of perseverance in achieving success
• The impact of the media on body image
• The importance of a positive self-image
• The benefits of community service and volunteerism
• The impact of social media on privacy
• The importance of self-expression and creativity
• The role of positive thinking in personal development
• The impact of technology on the environment
• The importance of mental and emotional intelligence
• The benefits of physical and mental well-being
• The importance of setting and achieving personal goals
• The benefits of continuous learning and self-improvement
• The role of diversity and cultural understanding in a global society
• The importance of strong personal relationships
• The benefits of taking risks and stepping outside of one’s comfort zone
• The role of accountability in personal development
• The impact of the internet on privacy and security
• The importance of maintaining a healthy work-life balance.
• What is your favorite historical era and why?
• Can we learn from history and prevent past mistakes?
• How has history been taught and remembered differently in different cultures and countries?
• Should history be rewritten to correct past inaccuracies and injustices?
• How has technology changed the way we study and understand history?
• How has historical fiction influenced our understanding of history?
• Can historical events and figures be seen in shades of gray rather than black and white?
• How has globalization impacted the study and understanding of history?
• Should controversial historical figures and events be celebrated or condemned?
• What role does propaganda play in shaping our understanding of historical events?
• How has imperialism impacted the world’s history and current state of affairs?
• Can history be used to predict the future?
• What is the importance of preserving historical artifacts and landmarks?
• How has the interpretation of history changed over time?
• What can we learn from the study of history that can be applied to the present day?
• How have historical events impacted social and cultural movements?
• Should history be used to justify present-day actions and policies?
• Can history be a source of inspiration?
• How has the history of colonization impacted indigenous cultures and communities?
• Should the study of history be mandatory in schools?
• How has historical revisionism impacted our understanding of events and figures?
• Can history be used to challenge present-day prejudices and biases?
• How have gender and race influenced our understanding of history?
• Should history be taught in a more objective or subjective manner?
• How have historical events influenced art, literature, and culture?
• How has the study of history impacted scientific and technological advancements?
• How have historical events shaped the current political landscape?
• Should history be taught in a global or regional context?
• How have wars and conflicts impacted the world’s history and current state of affairs?
• Can we learn from the mistakes of past leaders and societies?
• How have historical events impacted international relations and diplomacy?
• Should historical figures who committed atrocities be remembered and celebrated?
• How has the study of history impacted our understanding of human nature?
• Can we ever truly understand the motives and actions of historical figures?
• How has the study of history influenced our understanding of religion and spirituality?
• Should history be used to inspire activism and social change?
• How have historical events impacted the natural environment and conservation efforts?
• Can we learn from the successes and achievements of historical figures?
• How has the study of history influenced our understanding of economics and trade?
• Should history be used to inform policy decisions?
• How has the history of medicine and healthcare impacted our current understanding and practices?
• How have historical events shaped our understanding and treatment of mental health?
• Can we learn from the mistakes of past civilizations and prevent their downfall?
• How has the history of education impacted current systems and practices?
• Should we prioritize the study of global or national histories?
• How have historical events impacted human migration and displacement?
• Can we learn from the successes and failures of past social movements?
• How has the history of science and technology impacted our current understanding and practices?
• Should historical events and figures be judged by present-day standards and values?
• How has the study of history impacted our understanding and treatment of human rights and social justice?
• Artificial intelligence and its impact on society
• Climate change and global warming
• The future of space exploration
• The effects of social media on human interaction
• The history and evolution of the internet
• Ethical issues in biotechnology
• Alternative energy sources
• The impact of technology on job market
• Privacy concerns in the digital age
• The role of government in education
• The importance of mental health
• The role of media in shaping public opinion
• The impact of the gig economy
• The history of civil rights movements
• The impact of globalization on local cultures
• The effects of income inequality
• The role of technology in healthcare
• The future of transportation
• The influence of advertising on consumer behavior
• The impact of COVID-19 on the global economy
• The role of social media in politics
• The history and future of virtual reality
• The effects of climate change on wildlife
• The ethics of animal testing
• The impact of automation on employment
• The history of the feminist movement
• The effects of economic sanctions
• The role of technology in agriculture
• The influence of peer pressure on young people
• The impact of the music industry on society
• The history and future of renewable energy
• The ethics of genetic engineering
• The impact of the digital divide on society
• The role of technology in urbanization
• The effects of fast fashion on the environment
• The history and future of cybersecurity
• The impact of political correctness on free speech
• The role of social media in activism
• The influence of artificial intelligence on human creativity
• The impact of economic globalization on local businesses
• The ethics of drones and autonomous weapons
• The history and future of space tourism
• The effects of online education on traditional education
• The role of technology in disaster response and recovery
• The influence of technology on interpersonal communication
• The impact of gentrification on urban communities
• The ethics of surveillance in a digital age
• The history and future of renewable energy storage
• The effects of income tax policies on the economy
• The role of technology in solving global problems.
• The impact of technology on society and daily life
• The changing landscape of education and its effects on students and society
• The pros and cons of social media and its impact on communication and relationships
• The ethics and moral implications of new advancements in science and technology
• The role of government and politics in shaping society and individual freedoms
• Environmental concerns and sustainability efforts in the face of global climate change
• The meaning and purpose of life and personal fulfillment
• The effects of globalization and cultural exchange on society and identity
• Mental health and wellness in the modern world
• The impact of media and pop culture on attitudes and beliefs.

Kindergarden group discussion topics (age related)

• The importance of sharing and taking turns
• My favorite animals and why
• The colors of the rainbow and how to mix them
• My favorite foods and why
• My family and where I live
• The different seasons and what I like about each
• My favorite toys and games
• My favorite shapes and how to draw them
• The different types of weather and how it affects us
• My favorite books and stories
• The importance of being polite and using kind words
• My favorite numbers and how to count
• The different types of transportation and how they work
• My favorite fruits and vegetables and why they are good for us
• My favorite things to do outside
• My favorite songs and why
• The importance of following rules and staying safe
• My favorite animals and their habitats
• My favorite art materials and how to use them
• The different types of buildings and their functions
• My favorite TV shows and movies
• The importance of being active and moving our bodies
• My favorite holidays and celebrations
• The different types of plants and how they grow
• The importance of good hygiene and keeping our bodies clean.
• The role of math in everyday life and real-world applications
• The challenges and benefits of learning and understanding higher-level math concepts
• The impact of technology on the teaching and learning of math
• The history and evolution of mathematical concepts and theories
• The use of real-world problems and examples to enhance understanding of math
• The importance of critical thinking and problem solving skills in mathematics
• The role of math in fields such as science, engineering, finance, and economics
• The benefits and limitations of using calculators and other technology in math education
• The impact of cultural and societal attitudes on the perception and study of math
• The relationship between math and creativity, including the use of visual and imaginative thinking in solving mathematical problems
• The use of manipulatives and hands-on learning in math education
• The role of group work and collaboration in enhancing understanding of math concepts
• The impact of individual learning styles and preferences on the study and understanding of math
• The benefits and challenges of teaching and learning math in a multilingual and multicultural classroom
• The role of failure and persistence in enhancing math skills and understanding
• The impact of math on society and advancements in areas such as medicine, transportation, and space exploration
• The relationship between math and art, including the use of mathematical principles in artistic expression
• The benefits of learning and using multiple methods and strategies in solving mathematical problems
• The role of assessment and feedback in improving math skills and understanding
• The impact of incorporating real-world data and statistics in math education
• The importance of understanding the connections between math concepts and their applications
• The role of prior knowledge and experiences in shaping math skills and understanding
• The impact of parental and community involvement in math education and success
• The benefits and challenges of integrating technology and digital resources in math education
• The importance of ongoing professional development for math teachers to enhance their teaching practices and student outcomes.
• Is music a universal language?
• How has music evolved over the years?
• Should music be considered an art form?
• Can music influence your mood?
• Is there a particular genre of music that you prefer?
• How important is music in your life?
• Is it possible for music to bring people together?
• What role does music play in society?
• Is it necessary to have a good voice to be a successful musician?
• Is music becoming too commercialized?
• Can music be used as a form of therapy?
• Is the music industry too focused on looks and image?
• Is it necessary for musicians to write their own songs?
• Should music be taught in schools?
• Is autotune ruining music?
• Can music be used as a political tool?
• Is the music industry inclusive enough?
• Is it ethical to use samples in music?
• Is streaming killing the music industry?
• Should musicians be role models?
• Is it important for a musician to be able to play an instrument?
• Is classical music relevant in today’s world?
• Should music be free?
• Does music have a positive impact on mental health?
• Should music be censored?
• Is music becoming too explicit?
• Is it necessary for a musician to have a gimmick?
• Is music becoming too formulaic?
• Can music be used to bring about social change?
• Is it important for a musician to have formal training?
• Is the Grammys the ultimate recognition of a musician’s talent?
• Is it necessary for musicians to tour?
• Is music becoming too digitized?
• Is it necessary for a musician to have a good stage presence?
• Can music be considered a form of self-expression?
• Is it necessary for a musician to have a unique sound?
• Should music videos be considered an art form?
• Can music be used to promote peace?
• Should musicians collaborate with artists from other genres?
• Is it necessary for musicians to have a manager?
• Is the music industry sexist?
• Is it necessary for a musician to be a good performer?
• Should musicians be involved in politics?
• Is it necessary for musicians to be good songwriters?
• Is it ethical for musicians to sell merchandise at their concerts?
• Is it necessary for a musician to have a distinct look?
• Should music critics be taken seriously?
• Can music be used to bridge cultural divides?
• Is it necessary for a musician to be able to read sheet music?
• Should musicians be paid more for their work?
• Is music becoming too repetitive?
• Should musicians be judged on their personal lives?
• Is it necessary for a musician to have a message in their music?
• Is it necessary for a musician to have a good personality?
• Should musicians be involved in charity work?
• Is it necessary for a musician to have a strong social media presence?
• Should music be used in advertising?
• Is music becoming too focused on technology?
• Should music festivals have more diverse lineups?
• Is it necessary for a musician to have a brand?
• Should musicians have a say in how their music is used?
• Can music be used to raise awareness about social issues?
• Is it necessary for a musician to have a certain image?
• Should musicians be involved in fashion?
• Is music becoming too political?
• Should musicians have more control over their music?
• The importance of hand washing in promoting personal hygiene
• The benefits and challenges of maintaining a regular grooming routine
• The role of dental hygiene in overall health and well-being
• The impact of diet and nutrition on personal hygiene
• The benefits and challenges of maintaining personal hygiene while traveling
• The importance of showering and bathing in promoting personal hygiene
• The role of hygiene in preventing the spread of illnesses and diseases
• The impact of personal hygiene on social and professional interactions
• The benefits and challenges of maintaining personal hygiene in communal living spaces
• The importance of regular grooming of hair and nails in promoting personal hygiene
• The role of personal hygiene in preventing body odor and bad breath
• The impact of personal hygiene on self-esteem and confidence
• The benefits and challenges of promoting personal hygiene for children and teenagers
• The importance of personal hygiene in promoting mental and emotional well-being
• The role of hygiene in preventing skin irritation and infections
• The impact of environmental factors on personal hygiene
• The benefits and challenges of promoting personal hygiene for individuals with disabilities
• The importance of personal hygiene in promoting a healthy and clean living environment
• The impact of hygiene habits on the longevity and health of personal items, such as clothing and bedding
• The benefits and challenges of promoting personal hygiene in public spaces
• The importance of personal hygiene in promoting a positive body image
• The role of hygiene in maintaining a healthy vaginal and genital area for women
• The impact of hygiene on overall hygiene and hygiene on the environment
• The benefits and challenges of promoting personal hygiene for individuals with limited resources and access to personal care products.
• The impact of scientific advancements on society and daily life
• The ethics and morality of scientific research and experimentation
• The role of science in understanding and solving global problems such as climate change and disease
• The history and evolution of scientific theories and discoveries
• The importance of interdisciplinary collaboration in scientific research
• The role of technology and innovation in advancing scientific understanding
• The benefits and challenges of science education and outreach to the public
• The relationship between science and religion, and the perception of science in different cultures
• The role of experimentation and observation in scientific inquiry
• The impact of funding and resources on scientific research and discovery
• The importance of critical thinking and skepticism in evaluating scientific claims
• The benefits and limitations of computer modeling and simulation in scientific research
• The role of science in shaping public policy and decision-making
• The impact of science on industry and commerce, including the development of new products and technologies
• The role of diversity and representation in science and scientific research
• The relationship between science and art, including the use of scientific principles in artistic expression
• The importance of communication and presentation skills in sharing and promoting scientific discoveries
• The impact of science on global health and medicine, including the development of new treatments and vaccines
• The role of science in exploring and understanding the natural world, including astronomy and geology
• The benefits of cross-cultural exchange and collaboration in scientific research
• The impact of science on energy and the environment, including alternative and sustainable energy sources
• The role of science in understanding and exploring the human mind and behavior
• The importance of science literacy and understanding among the general public
• The impact of science on communication and information technology, including the development of the internet
• The role of science in advancing our understanding of the universe and the origins of life.
• The importance of effective communication in solving disputes
• The benefits and challenges of using active listening and empathy in dispute resolution
• The role of compromise and negotiation in solving disputes
• The impact of emotions and biases on the resolution of disputes
• The benefits and challenges of using mediation and alternative dispute resolution methods
• The importance of understanding the root causes of disputes in finding a resolution
• The role of power dynamics and fairness in solving disputes
• The impact of cultural and social norms on resolving disputes
• The benefits and challenges of using humor and levity in resolving disputes
• The importance of identifying and managing expectations in solving disputes
• The role of trust and transparency in solving disputes
• The impact of past experiences and traumas on resolving disputes
• The benefits and challenges of using data and facts in solving disputes
• The importance of considering multiple perspectives in resolving disputes
• The role of laws, regulations, and policies in resolving disputes
• The impact of online and digital communication in resolving disputes
• The benefits and challenges of seeking outside help and support in resolving disputes
• The importance of taking responsibility and accountability in resolving disputes
• The role of forgiveness and letting go in resolving disputes
• The impact of personal beliefs and values on resolving disputes
• The benefits and challenges of using positive reinforcement in resolving disputes
• The importance of maintaining relationships and avoiding retaliation after resolving disputes
• The role of patience and persistence in resolving disputes
• The impact of personal growth and development on resolving disputes
• The benefits and challenges of promoting long-term solutions and preventative measures in resolving disputes.
• The impact of technology on traditional education methods and the classroom experience
• The effects of standardized testing and high-stakes exams on student learning and motivation
• The impact of budget cuts and decreased funding on the quality of education
• The role of educators and schools in promoting diversity, inclusivity, and social justice
• The effects of the COVID-19 pandemic on the education system and students’ learning experiences
• The impact of the achievement gap and educational inequities on student outcomes and opportunities
• The role of parents and families in supporting and participating in their children’s education
• The effects of the increasing cost of higher education on student debt and access to opportunities
• The impact of the growing emphasis on STEM education and the devaluation of the arts and humanities
• The role of schools and educators in addressing and preventing bullying and harassment
• The effects of the political climate and political debates on the education system and curriculum
• The impact of the use of big data and personalization in education on student privacy and autonomy
• The role of schools and educators in fostering critical thinking, creativity, and independent learning
• The effects of the growing use of technology in education on student attention spans and focus
• The impact of the growing push for vocational and trade schools on traditional four-year colleges and universities
• The role of schools and educators in promoting mental health and wellness in students
• The effects of the achievement gap and education disparities on the workforce and economic opportunities
• The impact of the changing job market and workforce demands on the education system and curriculum
• The role of schools and educators in promoting and supporting student engagement and activism
• The effects of the growing emphasis on high-stakes testing and data-driven decision making on teaching quality and creativity
• The impact of the use of standardized assessments and national standards on local control and autonomy of schools
• The role of schools and educators in addressing the digital divide and unequal access to technology
• The effects of the growing use of online resources and digital materials on the preservation of traditional knowledge and skills
• The impact of the changing political climate and immigration policies on access to education for all students.
• The effects of social media on self-esteem and body image
• The role of social media in promoting and suppressing diversity and inclusivity
• The effects of social media on our political beliefs and activism
• The impact of social media on privacy and personal data security
• The role of social media in promoting and suppressing mental health and wellness
• The effects of social media on the traditional news media and journalism
• The impact of social media on our ability to focus and concentrate
• The role of social media in fostering online communities and support groups
• The effects of social media on our understanding of the world and current events
• The role of social media in promoting and suppressing entrepreneurship and innovation
• The effects of social media on our attention spans and memory retention
• The impact of social media on the entertainment industry and the distribution of creative content
• The role of social media in promoting and suppressing freedom of speech and censorship
• The effects of social media on the education system and traditional learning methods
• The impact of social media on advertising and consumer behavior
• The role of social media in promoting and suppressing political discourse and activism
• The effects of social media on our ability to form and maintain romantic relationships
• The impact of social media on the healthcare industry and access to medical information
• The role of social media in promoting and suppressing environmental sustainability and eco-consciousness
• The effects of social media on our sense of humor and comedic taste
• The impact of social media on the criminal justice system and law enforcement
• The role of social media in promoting and suppressing democracy and human rights.
• The impact of technology on our ability to communicate and form real-life relationships
• The role of technology in promoting and suppressing privacy and personal data security
• The effects of technology on mental health and well-being
• The role of technology in promoting and suppressing freedom of speech and censorship
• The impact of technology on the entertainment industry and the distribution of creative content
• The effects of technology on our physical health and fitness
• The impact of technology on the economy and job market
• The role of technology in promoting and suppressing environmental sustainability and eco-consciousness
• The effects of technology on our political beliefs and activism
• The impact of technology on the healthcare industry and access to medical information
• The role of technology in promoting and suppressing diversity and inclusivity
• The effects of technology on self-esteem and body image
• The impact of technology on advertising and consumer behavior
• The role of technology in promoting and suppressing democracy and human rights
• The effects of technology on the traditional news media and journalism
• The impact of technology on our understanding of the world and current events
• The role of technology in promoting and suppressing mental health and wellness
• The effects of technology on our ability to form and maintain romantic relationships
• The impact of technology on the criminal justice system and law enforcement
• The role of technology in fostering online communities and support groups
• The effects of technology on our sense of humor and comedic taste.

Thoughts on the internet

• The impact of social media on society and relationships
• The role of the internet in shaping political discourse and activism
• The effects of internet addiction and technology overuse on mental health
• The role of the internet in spreading false information and misinformation
• The impact of e-commerce and online shopping on brick and mortar businesses
• The use of the internet for privacy invasion and government surveillance
• The impact of the internet on traditional forms of media, such as newspapers and television
• The effects of the internet on employment and job opportunities
• The impact of the internet on relationships and dating
• The use of the internet for cybercrime and hacking
• The impact of the internet on cultural exchange and global interconnectedness
• The effects of the internet on language and communication
• The role of the internet in promoting and suppressing diversity and inclusivity
• The impact of the internet on the economy and job market
• The use of the internet for virtual reality and augmented reality experiences
• The role of the internet in promoting and suppressing entrepreneurship and innovation
• The impact of the internet on healthcare and access to medical information
• The effects of the internet on environmental sustainability and eco-consciousness
• The role of the internet in promoting and suppressing democracy and human rights
• The impact of the internet on the entertainment industry and the distribution of creative content
• The use of the internet for telemedicine and remote healthcare services
• The role of the internet in the future of work and the impact on job security.
• The impact of technology on personal well-being
• The importance of self-care and self-compassion in promoting well-being
• The benefits and challenges of mindfulness and meditation practices
• The role of social connections and community in promoting well-being
• The impact of stress and anxiety on personal well-being
• The benefits and challenges of exercise and physical activity for well-being
• The importance of sleep for overall well-being
• The role of nature and the environment in promoting well-being
• The impact of work-life balance on personal well-being
• The benefits and challenges of spiritual practices and beliefs for well-being
• The importance of relationships and communication skills in promoting well-being
• The role of creative expression in promoting well-being
• The impact of financial stability and financial planning on personal well-being
• The benefits and challenges of volunteering and giving back for well-being
• The importance of play and leisure activities for overall well-being
• The role of personal values and purpose in promoting well-being
• The impact of cultural and societal norms on personal well-being
• The benefits and challenges of therapy and mental health support for well-being
• The importance of self-reflection and personal growth for overall well-being
• The role of humor and laughter in promoting well-being
• The impact of travel and new experiences on personal well-being
• The benefits and challenges of community involvement and activism for well-being
• The importance of healthy boundaries and personal space for overall well-being
• The role of gratitude and positive thinking in promoting well-being
• The impact of media consumption and social media on personal well-being.
• Would you rather have a superpower that allows you to read minds or one that allows you to become invisible?
• Would you rather have a guaranteed job offer after graduation or have the opportunity to travel for a year before starting your career?
• Would you rather have a job where you work with your hands or one where you work with your mind?
• Would you rather have a job where you work independently or one where you work closely with others?
• Would you rather have a job that is physically demanding or one that is mentally demanding?
• Would you rather have a job with a lot of responsibility or one where you have less responsibility?
• Would you rather have a job that allows you to be creative or one that is more structured?
• Would you rather have a job with a set schedule or one that is flexible?
• Would you rather have a job that is fast-paced or one that is more relaxed?
• Would you rather work in an environment that is quiet or one that is more lively and social?
• Would you rather have a job where you have to learn new things constantly or one that is more routine?
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• Would you rather have a job where you work with children or one where you work with adults?
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• Would you rather live in a world without music or a world without movies?
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• Would you rather be able to teleport anywhere in the world or be able to create any object with your mind?
• Would you rather have the power to fly or have the power to become invisible?
• Would you rather be able to travel to any fictional world or be able to bring fictional characters to life?
• Would you rather live in a world with no technology or a world with no nature?
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• Would you rather be a famous author or a famous painter?
• Would you rather have the ability to turn invisible or have the ability to walk through walls?
• Would you rather be able to communicate with the dead or have the ability to see the future?
• Would you rather be able to transform into any animal or have the power to control any animal’s mind?
• Would you rather have a photographic memory or be able to instantly learn anything?
• Would you rather be able to talk to plants or be able to talk to machines?
• Would you rather be a famous scientist or a famous musician?
• Would you rather be able to travel to any point in history or be able to travel to any point in the future?
• Would you rather have the ability to breathe underwater or have the ability to swim as fast as a dolphin?
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• Would you rather have a flying car or a submarine car?
• Would you rather be able to see in the dark or have night vision?
• Would you rather be a famous athlete or a famous chef?
• Would you rather be able to control the internet or control the media?
• Would you rather live in a world with no books or a world with no movies?
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Colin is a Content Marketer at Thinkific, writing about everything from online entrepreneurship & course creation to digital marketing strategy.

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Online Learning: Importance of Online Discussion Groups

Expert Writer

Kamy Anderson is an expert in online learning, training, and webinar technology. He offers valuable insights into eLearning strategies, live webinar effectiveness, LMS optimization, employee development, course design, and more.

In the world of online learning , discussion groups, discussion boards, discussion forums or threaded discussions are of vital importance. The reason is simple. A discussion forum offers a place to instructor-to-learner and student-to-student interaction to take place. It allows learners to share thoughts, ideas and even review them.

Are you aware that there are 3.77 billion global Internet users, which is roughly about half of the world’s population, and there are nearly 2.80 billion global social media users? The data speaks volumes about the relevance of interaction in today’s technology-oriented world.

Thanks to the technological advancement, a lively online discussion is the best way to ignite a creative spark and make ideas flow. Unlike the yesteryear’s, when online instructors created eLearning content and hoped that the learners would find it useful, things have changed now. With the availability of discussion forums, online courses can be created and modified instantly.

In this post, we will shed light on the benefits of online discussions, how they can use in online training, easy strategies to implement them along with some instances where discussions can be used.

Advantages of Online Discussions for Students

• Improves work quality: When students are aware that the course creators and their peers will read their postings, they will put in efforts. Asynchronous discussion allows students to closely watch their postings before making them live. Idea exchange helps to improve work quality as compared to if students were left on their own.
• Helps prepare better: When the discussion happens before issues or concepts are discussed in class, it helps students to prepare better for the class. They are more engaged, knows about the related questions and comments that were posted.
• Allows to master discussion skills: Online discussions come in handy for students to become facilitators of their own learning. They understand how to pose relevant questions and share a response that will help their peers improve their understanding. The online format works best for the shy students who are not comfortable with face-to-face discussions.
• Take part in multiple discussions: If an online training software is being used to support online discussions, it will allow the students to engage in multiple discussions at the same time. This ensures that learners never miss an opportunity to share their ideas, which is a common problem in face-to-face discussions.
• Refine writing skills: While most of the online discussions need to follow an informal approach, it allows students to improve their writing skills. Group responses usually demand more formal writing, which is a great way to better your writing. The interactive nature of the discussion, where ideas get refined as the discussion advances, also helps students to make their writing more professional.
• Identify the subject experts: Discussion forums are the best place for identifying the subject matter experts. This is a great way to recognize the in-house experts and making them visible among peers.

Although discussion offers multiple benefits to students, not all training initiatives are properly leveraging them to its full potential. Many a time, the online discussion boards negatively impact the existence of the online teachers and take up a bulk of their time.

Realizing that discussion board burn-out is a common occurrence nowadays, here are some effective strategies that can come in handy to curtail the instructor workload and promote learning.

• Every online teacher should undertake a thorough course learning outcomes before and customize the discussion content to enrich the content presented in the training module.
• The online tutor should share the initial response at every discussion forum. To further student learning, interesting resources, insights and additional questions can be shared. This will help the instructor make his/her presence felt even before a learner makes the first post.
• The instructor should consider creating and saving a series of daily discussion posts for every week of the course. These posts should comprise – links to resources, instructor’s view on the topic or provide information related to a scholarship to help engage students. With each term, these posts can be recycled. It will allow the instructor to make regular contributions without putting a lot of effort.
• When students don’t participate, the instructor can share additional prompts that encourage students to actively take part in the discussion.
• Instructors should consider using YouTube, Ted Talks, news articles to engage the learners effectively without spending hours to create content.
• Narrative comments should be shared as part of the assignment feedback which will direct the learners to revisit and comment on a specific topic in the discussion forum. This is an easy way through which the instructor can connect learning outcomes between assignments and discussions.
• The initial posts made by a student in a discussion forum should be promptly responded by the instructors. It can be a question, redirect the learner to a related topic or even share a link to a resource the learner may find useful. You can also personalize the response with the student’s name.

How to Integrate Online Discussions in a Course

Watch How to Enable Collaboration & Discussions in Your Course

• Connect the discussions to the course targets: Similar to other teaching strategies, online discussions should never be used as a mere add-on to a training material . It is key to take into consideration what course objectives you expect discussions to support and the possible ways to integrate them. What are the things you want the learners to acquire from the discussions? The answers will help you prepare relevant online discussion activities.
• Define deadlines for postings: A major chunk of integrating online discussions into a course is about using the ideas (that came to the fore) in the course (such as sharing the points from the discussion in the next training session). The integration can happen when sufficient time is left between the end of a discussion and the class. Hence, keep a close track of the timing of discussions against the timing of the different other elements.
• Regularly use online discussions: It is key to maintain momentum. Every course should include a discussion (either weekly or fortnightly). This will prompt the learners to regularly check the discussion board.
• Make online discussion participation an integral part of the course grade: Students typically learn when they are rewarded. If grades are not given for participation, it is most likely that student may not use the discussion forum. Find out how much of the course grade you want to give to discussions and also if the evaluation will depend on the quantity or quality of postings. Believe it or not, at the Harvard Business School, 50% of student’s grades are based on their class participation.
• Clearly, state the participation requirements: It is best to define the guidelines and expectations, both for individual and group responsibilities, right from the beginning of the course. If you share the time guidelines for every task, it will help students manage better.

Key Places where Online Discussions can be used in a Training Program

• If the instructor has access to group discussion functionality on the online training software, they enjoy better control and visibility. Moreover, it will also allow them to link it to other activities like webinars, workshops etc. Before the face-to-face training session, the course instructor can invite attendees to a related discussion group. It will help the students to know each other and the teacher is able to identify the knowledge gaps.
• When a class is in session, discussion groups can be used. It helps students and instructors to keep a close track of the lesson without getting diverting from the topic. This works best for those students who failed to attend the training session.
• Do you know that we tend to forget about 90% of acquired knowledge within a week ? With online discussions, the discussions can keep on going which can surely improve knowledge retention.

Discussion forums in the world of online training offer students the opportunity to connect and receive valuable feedback. It is most useful for those learners who don’t have ample time to spend hours on training and often get distracted easily. Since online discussion forums are capable of supporting a wide range of learning styles, every online training software should include it as a functionality.

Does your elearning software offer the flexibility of group discussions? Please share your feedback with us in the comments section below.

About the author

Kamy Anderson

Kamy Anderson is a Senior Writer specializing in online learning and training. His blog focuses on trends in eLearning, online training, webinars, course development, employee training, gamification, LMS, AI, and more. Kamy's articles have been published in eLearningIndustry, TrainingMag, Training Zone, and Learning Solutions Magazine. Connect with him on LinkedIn.

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7 Free Online Discussion Tools

September 25, 2017 //  by  Lindsay Ann //   4 Comments

Sharing is caring!

When I first started teaching, we had one  computer in each office and each classroom, and I remember waiting in line to use it. We scheduled time in the LRC computer labs, but this was not guaranteed. We thought nothing of it. Classroom discussion took place during class, and that was that. Sure, I found ways to make student discussion work better over the years, but there was nothing life-changing.   Then, all of this new technology started to emerge, including some of my favorite online discussion tools and I was like where have you been all my life, you game-changer , you!  

Best Online Discussion Tools

Let’s talk about ways to use online discussion tools to facilitate student discussion.

Remember, the goals for online discussion are still the same:

• Clear norms and expectations
• Framed and focused
• Student-led
• Rooted in text(s)

But online discussion tools make it  so  much easier to engage students in consistent, varied discussion both in  and  out of the classroom.

Free Online Discussion Tools

1. poll everywhere.

• It is easy to create and share a quick poll with your students to frame a discussion or as a ticket in (or out) the door.  This is where I began dabbling in technology-aided discussion.

2.  Today’s Meet  (free),  Backchannel Chat  (paid) 

• Opening a “back channel,” which is basically an online chat room moderated by the teacher, allows for another discussion stream in the room.  I’ve used this during “fishbowl” discussions as a way for audience members to actively participate in the discussion, sharing their own ideas and questions based on what is said in the fishbowl.  I’ve also used this as a way to quickly gather opinions or questions from students, as a ticket-out-the-door, and as a way for audience members to ask questions during a presentation or debate.
• Benefits of this format include engaging all students, particularly introverted students who don’t like to be in the spotlight.  If using this, I would suggest keeping the discussion groups small (create multiple channels) – for it to be a true “discussion” vs. train of thought random comments, there cannot be a ton of comments clogging the feed.  This is overwhelming to students.
• There are a lot of great features offered by Nearpod, which is basically like a PowerPoint…except interactive.  You create the content and intersperse multiple choice and open-ended questions, as well as “draw it” opportunities and other bells and whistles and students join the presentation.  Then, the magic happens:  every device has the same screen as you, the teacher, and you decide when to “flip” student screens.  But my favorite feature is the anonymous sharing function which allows the teacher to scroll through student responses, select ones to showcase or use to prompt further discussion, and then click a button to make them appear on all student screens.
• This is an online space to which students can post ideas, thoughts, questions for discussion.  It is the digital equivalent of my “ graffiti wall ” activity.  I used to (and still sometimes do) get a large sheet of paper, cover the entire board with it, and have students fill the paper with words, images, quotes, questions, and connections.  Then, students use this as a springboard for further discussion in partners, small group, and even whole class.

5. Flipgrid

• This online discussion tool allows a teacher to post a topic for discussion (could be student-generated) to a discussion “grid” which is simply an online space for collaborative thought.  Students then respond to the topic by recording their thoughts in short video clips.  Viola – every voice is heard!  Then, students can watch the videos of their classmates and respond back to them, generating further discussion.  I love that this incorporates multiple modalities, 21st century skills, as well as speaking and listening skills.  I find that it’s helpful to have multiple “tricks” for discussion up my sleeve, because variety is the spice of life and student engagement.  This is a great way to mix up classroom discussion of a specific text, theme, or topic.  Students can share research, ask questions, and have time to think and respond in-depth too each others’ thoughts.

6. Vocaroo  or  Screencast-O-Matic

• Quick teaching hack!  If you want a completely free version of the Flipgrid experience, here’s a workaround if you have an LMS platform such as Google Classroom, Edmodo, or even Seesaw that supports student video upload and threaded discussion.
• Have students record their thoughts in response to a prompt by creating a Vocaroo voice comment or by creating a screencast video.  Your prompt could be a statement, word, question, startling statistic, text/excerpt, quotation, image, video, infographic, personal story…there are a lot of possibilities here!  The mp3 or mp4 file could then be uploaded to your platform of choice where students could watch the videos and respond to each other.
• By the way, Vocaroo is a great tool for students to practice reading fluency, to record thoughts in response to a teacher-created video in a flipped classroom environment, or to record an audio version of an original piece of writing.
• Host a “mock” Twitter chat
• Run a classroom discussion using Google Sheets  (which can then be posted to Google Classroom)
• Run a classroom discussion using Google Slides

Hey, if you loved this post, I want to be sure you’ve had the chance to grab a FREE copy of my guide to streamlined grading . I know how hard it is to do all the things as an English teacher, so I’m over the moon to be able to share with you some of my best strategies for reducing the grading overwhelm. 

Click on the link above or the image below to get started!

About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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Reader Interactions

April 4, 2019 at 5:57 pm

Very nice. Thanks..

March 18, 2020 at 6:52 am

Hi Lindsay Ann, I’m not sure if you’re still getting emails from this site … But if so, I’d like to ask for your suggestions/help in making some good choices for ways that our Grief Group can now continue to have helpful/inspiring meetings online during this Coronavirus challenging time. We have each lost a loved one (most of us our spouses) to 1 of the many types of cancer.

Thanks very much for getting back to me … And if this is the right channel to reach you on, then I will share more about what we hope to achieve and setup for a new means of communication.

Many thanks for your reply, Drew (S. Calif.)

March 18, 2020 at 5:06 pm

Hi Drew – We are certainly having to be more creative with online meetings during this time. You might consider Zoom , Google Meet , or Google Hangouts for your online meetings. Zoom has a free version that gives 45 minutes of talk time and would be what I would recommend if everyone doesn’t have a Google account.

I hope this helps! Lindsay

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The Institute for Learning and Teaching

College of business, teaching tips, netiquette: ground rules for online discussions.

As more and more classes include online discussion components, it becomes more and more important for instructors to understand the rules of etiquette that, when followed, help make the individual postings easy to follow, keep the conversation thread focused, and the overall discussion on-track.

Unregulated, an online discussion can quickly disintegrate into a tangled web of extraneous verbiage, rude language, and inconsiderate behavior guaranteed to derail the conversation.

The basic premise is that the etiquette expected of your students in online discussions is the same as that which you expect in a classroom. There is a problem, though: the absence of visual and auditory clues. In face-to-face discussions these clues contribute a lot of nonverbal nuances of meaning carrying an intangible amount of weight. It’s impossible to replicate these in an online environment.

To counteract that shift, to raise general awareness, and to assist you in enhancing the learning experience of your students, here are a dozen online discussion rules to include in your syllabus. Notice that most of them are just as applicable in face-to-face discussions.

12 Ground Rules for Online Discussions

Participate:  This is a shared learning environment. No lurking in the cyberspace background. It is not enough to login and read the discussion thread of others. For the maximum benefit to all, everyone must contribute.

Report Glitches :  Discussion forums are electronic. They break. If for any reason you experience difficulty participating, please call, email, or otherwise inform me of the issue. Chances are others are having the same problem.

Help Others:  You may have more experience with online discussion forums than the person next to you. Give them a hand. Show them it’s not so hard. They’re really going to appreciate it!

Be Patient:  Read everything in the discussion thread before replying. This will help you avoid repeating something someone else has already contributed. Acknowledge the points made with which you agree and suggest alternatives for those with which you don’t.

Be Brief:  You want to be clear—and to articulate your point—without being preachy or pompous. Be direct. Stay on point. Don’t lose yourself, or your readers, in overly wordy sentences or paragraphs.

Use Proper Writing Style:  This is a must. Write as if you were writing a term paper. Correct spelling, grammatical construction and sentence structure are expected in every other writing activity associated with scholarship and academic engagement. Online discussions are no different.

Cite Your Sources:  Another big must! If your contribution to the conversation includes the intellectual property (authored material) of others, e.g., books, newspaper, magazine, or journal articles—online or in print—they must be given proper attribution.

Emoticons and Texting:  Social networking and text messaging has spawned a body of linguistic shortcuts that are not part of the academic dialogue. Please refrain from  🙂  faces, c u l8r, LOL,  and the like.

Respect Diversity:  It’s an ethnically rich and diverse, multi-cultural world in which we live. Use no language that is—or that could be construed to be—offensive toward others. Racists, sexist, and heterosexist comments and jokes are unacceptable, as are derogatory and/or sarcastic comments and jokes directed at religious beliefs, disabilities, and age.

No YELLING! Step carefully. Beware the electronic footprint you leave behind. Using bold upper-case letters is bad form, like stomping around and yelling at somebody  (NOT TO MENTION BEING HARD ON THE EYE) .

No Flaming! Criticism must be constructive, well-meaning, and well-articulated. Please, no tantrums. Rants directed at any other contributor are simply unacceptable and will not be tolerated. The same goes for profanity. The academic environment expects higher-order language.

Lastly, Remember: You Can’t Un-Ring the Bell.  Language is your only tool in an online environment. Be mindful. How others perceive you will be largely—as always—up to you. Once you’ve hit the send button, you’ve rung the bell.

Review your written posts and responses to ensure that you’ve conveyed exactly what you intended. This is an excellent opportunity to practice your proofreading, revision, and rewriting skills—valuable assets in the professional world for which you are now preparing.

Hint:  Read your post out loud before hitting the send button. This will tell you a lot about whether your grammar and sentence structure are correct, your tone is appropriate, and your contribution clear or not.

Note:  You may download Netiquette: Ground Rules for Online Discussion here. For convenience, it has been formatted as an editable word document containing an explanatory introduction to your students. Feel free to include it in any class syllabus you like, and/or use it as a stand-alone handout.

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Netiquette: Ground Rules for Online Discussions by Peter Connor is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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Online vs Offline Education: Advantages and Disadvantages

Inside this article, table of contents.

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• September 22, 2021
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Online vs Offline Education: Advantages and Disadvantages:

The pandemic has brought about changes that previously seemed far off in the future. The “new normal,” as we’ve dubbed it, is a world we’d only glimpsed or read about in bits and pieces in science fiction books and movies. We never anticipated, however, that we would see something comparable to those fictitious scenarios in real life.

If we were to list all of the changes that have occurred in people’s daily lives, the list would be endless, but one important shift that we can all notice is in the education sector. The entire global education system has been turned upside down. This change was not modest, and it lasted for more than a year. Students may even feel a little strange if they return to the classroom because it has become so remote. This is still true in many places of the world today. The majority of today’s learning takes place online, or through screens, with the aid of technological platforms.

While the majority of individuals (students and their parents) have adapted to the new online curriculum, others still struggle and prefer the offline curriculum. There is also an ongoing debate behind the scenes among students and parents regarding which of the two educational mediums is better. While there is no perfect solution, the basic reality is that both online and offline courses offer advantages and disadvantages. When compared to one another, they both seem to stand on their own and appear to be the ideal structure for a certain situation. In this blog we will discuss a few major advantages and disadvantages of online and offline education.

Online Education

There is no denying that online education has grown in popularity since the pandemic. Although not a novel concept, a few aspects of online education had been integrated into the school curriculum even before the pandemic in the form of smart classrooms. Aside from that, the medium was mostly known because of various ed-tech ventures such as Unacademy and Byju’s. Today, online education is almost synonymous with attending school, with students sitting in front of a screen watching their teacher educate. Students even give tests online, in addition to attending classes via screens to submitting homework and assignments through online groups and forums. Students were able to receive at least some form of education even in a situation as dire as a global pandemic, thanks to online education.

Advantages of Online Education

Flexible: Online classes allow students to be more flexible with their schedules because they can attend classes from the comfort of their own homes. They can divide their time and plan their daily schedule accordingly. This flexibility also allows them to learn about other things that interest them; they can take online lessons or enrol in other courses. As a result, they expand their knowledge as well as their personality. Aside from that, they can even spend the rest of their time developing their offline hobbies.

Ease of Access: Online education is easily available everywhere and at any time if one has a reliable internet connection. In contrast to offline lectures where you only attend once and take notes, students can record online classes and sessions for future reference.

Affordable: In comparison to offline school, where fees range from transportation to uniforms, extracurriculars, and a variety of other things, the whole education cost in online education is deducted fairly. Apart from the fixed costs, the only costs are the internet connection and devices, both of which are widely available in most families today. Comfortable and convenient: Because of the reasons stated above, online education is far more convenient than traditional education. Even when it comes to attending classes, students feel more at ease in online classes. The medium as a whole not only saves time but also resources for students and teachers.

Disadvantages of Online Education

Technical Issues: Any connectivity issues that may arise are one of the key downsides of online education. Because electricity and connectivity are very unprecedented, depending on the geographical area, technical challenges may arise, which can be a significant barrier to online education.

Indifferent attention: For a teacher, one of the major disadvantages of online education is managing student attention. When a teacher is teaching an online class, it can be difficult for them to focus on each and every student. It can be tough to tell who is focused and who is simply attending the class for the sake of attending. Overall, it means less interaction between the teacher and the students, which could make it difficult to communicate what is being taught effectively.

Screen Time: Another significant and unavoidable disadvantage of online classes is the amount of time spent in front of the computer. Students end up looking at screens for longer periods of time than usual, which might be harmful to their health.

Minimal Peer Engagement: Online education, unlike offline education, does not allow students to engage with their peers on a daily basis. A kid can video chat and converse on the phone with friends and peers, but it isn’t the same as having those conversations in a school setting. Interaction with classmates in school teaches a student a lot of things and aids in the development of numerous skills such as leadership, teamwork, and so on. Online education eliminates the need to attend school, resulting in little to no interaction with peers and a significant loss of experience.

Offline Education

Due to the pandemic, offline schooling has suddenly become a luxury. For students, the meaning of education has shifted as going to school has become more challenging. Students used to learn not only from books, but also through interacting with their peers and teachers, as well as by experiencing a variety of scenarios and obstacles in school. But this was all put to pause because of the pandemic in the past year and a half. Because of the ever-changing rise and decrease in the number of diseases, students in many regions of the world still do not have the luxury of attending school.

Advantages of Offline Education

Experience: Experience is undoubtedly one of the most significant advantages of offline education. When a student attends school, they not only spend their time studying through textbooks, but they also live in a specific environment. This allows kids to study a variety of lessons that aren’t covered in their textbooks. Interaction with peers and teachers aids in the acquisition of certain life skills such as leadership, communication, and so on, and plays an important role in the development of their personalities.

Attention: For both students and teachers, attention comes naturally and easily in an offline situation rather than online. Because a teacher may pay greater attention to individual students in a classroom, kids tend to pay more attention because they are afraid of being called out by the teacher. This makes it simple for both the teacher and the students to deliver and comprehend the lesson.

No distractions: Since a classroom is enclosed and everyone sitting there usually has the same goal, there are fewer distractions for a student as compared to sitting in front of a screen alone listening to a lecture.

Disadvantages of Offline Education

Time Management: It is an irrefutable fact that a school day is jam-packed and that students spend the entire day on campus. Even if the students return home in the evening, exhaustion takes its toll, and the remaining time is spent resting. When compared to online schooling, this may appear to be a disadvantage because the online format allows for more time flexibility. Because no time is spent commuting, the time saved can be spent on other activities such as hobby classes. Students can also save a lot of energy in online classes compared to offline classes and put it to better use.

Extra Resources : Offline education necessitates a completely different type of curriculum that goes beyond textbooks and reading. This implies more resources are spent, which can be a drawback when compared to online education, where you only have to spend money on the internet and gadgets aside from the fixed costs.

No Recordings of Classes: To this day, it is almost unusual to be able to capture an ongoing lesson. So, in an offline education context, you’d be lucky to acquire recorded recordings of the sessions you attended; instead, you’d have to make do with the notes you took during class. With contrast, it is the polar opposite in online education.

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• Education /

Online Classes vs Offline Classes

• Updated on  
• Jan 15, 2024

The Covid-19 pandemic brought a dynamic shift in the world education system . The imposition of lockdown led to the shutdown of physical classrooms and thus online education became the new norm. Although online learning has managed to keep education alive in these difficult times, it cannot completely replace it. Both online and offline education have their own set of advantages and disadvantages. In this blog, we will explore one of the most debated topics these days, online classes vs offline classes. 

This Blog Includes:

Online education, offline education, mode of education in offline and online classes, accessibility, time management, flexibility of classes, student-teacher interaction, technical issues in offline and online classes, practical learning, pros and cons of an online degree.

With the emergence of technology , the method of delivering education has forever changed. As a matter of fact, online education has become a flexible instructional method of teaching wherein students can easily gain access to study material in the comfort of their homes. Moreover, online education provides an excellent opportunity for students who are unable to enrol in traditional classrooms as well as supports students in setting their own pace for studying. 

Furthermore, online education helps in inculcating the habit of self-discipline and time management within students and provides them access to an unlimited number of educational resources. The students can easily set their own pace of learning as long as they have the right equipment and access to a proper internet connection. 

Also Read: Online Education in India

Offline education is the traditional counterpart to online education and the original method of learning that allows students to have regular face-to-face interactions with their peers and teachers. However, as much as online education is predicted to be the future of learning, it cannot replace the holistic aspect of offline education.

Moreover, offline education also allows teachers to monitor the responses and behaviour of their students and accordingly address them as and when required. Hence, no matter how advanced online education is, offline education will continue to play a vital role in the development of students.  

Also Read: Are Online Classes Becoming the New Normal?

Online Education vs Offline Education

While online education is not a new phenomenon, its importance came to light during the pandemic. Given below is a table that highlights the main differences between online education vs offline education. 

When it comes to online classes, teachers can easily educate their students via virtual classrooms. Students can easily access learning materials from anywhere as long as they have proper access to an internet connection. Additionally, Online classes provide teachers with a number of online learning tools including videos, audio, animations, virtual whiteboards, virtual conference rooms and live chats with the students. 

On the other hand, offline classes provide students with a practical learning environment within the walls of a physical classroom. It allows students to closely interact with their teachers as well as participate actively in live discussions and debates. Moreover, students can also participate in recreational activities like art and physical education which contributes to the overall mental and physical development of the student. 

Also Read: Massive Open Online Courses

One of the greatest advantages of online classes is their accessibility from anywhere around the world. Students can simply log in from anywhere and gain access to learning material from the convenience of their homes. Applications like Zoom and Microsoft Team have allowed students to easily attend their lectures without having to leave the safety of their homes. Thus, online classes provide the distinct advantage of location flexibility.  

However, offline classes require students to travel to the location of their educational institution. Teaching takes place in a fixed location which would typically comprise a lecture hall or a physical classroom. Additionally, certain students may need to travel far to reach their respective educational institutions and this may cause a great deal of inconvenience.

Students who attend online classes are faced with the big challenge of time management . Online learners are typically distracted by a multitude of tasks and they lack a proper schedule. Since online classes provide the advantage of self-paced learning, students may not have a proper schedule and may succumb to the habit of procrastination . Moreover, students are required to stay logged in to their online classes for an extended period of time which may lead to students surfing the web for distractions or checking their social media pages. 

In the case of offline classes, students have to adhere to a strict schedule that has been set up by the teachers. Furthermore, since there is synchronous learning, students will be required to complete their work and projects on time.

The flexibility of classes is the main highlight of online classes. It allows students to set their own learning pace without any additional pressure. Additionally, since students have access to recorded videos and online reading material, they can easily attend lectures as and when it is convenient. It also gives students more time to digest the study material and complete their work or research at their own pace. 

On the other hand, there is a certain amount of rigidity when it comes to offline education. Students are required to attend their lectures or sessions on time since there are no pre-recorded videos or notes that are easily available to the students. Hence, students are required to follow a predetermined and strict schedule as set by their educational institute. 

Also Read: Pros and Cons of Online Learning Speech

Contrary to the popular belief that there is hardly any interaction between students and teachers in online education, there is an ample amount of interaction between students and teachers over the online platform. Online classes allow students to get in touch with their teachers no matter the time or location. Online classrooms also allow two-way communication which significantly influences learning. Moreover, student-teacher interaction in online classes may be both synchronous and asynchronous. 

There is face-to-face interaction in the case of offline classes, especially because teaching is synchronous. There is active communication between students and teachers which allows for lively discussions and debates between them. Moreover, it allows students to immediately address their doubts and receive quick feedback. Teachers are adapting to different methods of teaching to engage students.

Online classes are always challenged by technical issues. Access to proper electronic equipment such as webcams, microphones, headphones and computers along with a proper internet connection is a mandatory requirement for online classes. Additionally, technical issues such as slow internet connection or lack of availability of proper technical infrastructure may interfere with seamless learning. Moreover, students may face difficulty in attending live lectures or downloading videos or online notes. 

On the other hand, Offline classes, are rarely threatened by technical issues. Students and teachers are not required to be exceptionally tech-savvy and since most learning occurs within the physical classroom, technical issues are not a major issue except for any lessons that require presentations or computers. 

Online education is purely theoretical and takes place entirely online. This scarcely allows students to take part in the practical aspects of learning which is an equally important part of education. Subjects like chemistry , physics , biology , art and sports require students to be physically present and conduct live experiments or actively participate in the activity. 

Offline classes provide a stimulating environment that combines both theoretical and practical aspects of learning, unlike online classes. This contributes to the overall cognitive and skill development of the students. Practical learning allows you to learn and quickly adapt to daily challenges and scenarios and allows you to get a better understanding of lessons. 

Watch this video to understand the Pros and Cons of an Online Degree right here!

Related Articles

Offline classes, as opposed to online classes, provide a stimulating environment that incorporates both academic and practical components of learning. This helps students’ overall cognitive and skill development.

Offline learning is preferable since it allows you to engage with other students in a more natural setting. You can ask questions, solve tasks, and receive personalised feedback from your teacher. Another benefit of offline classes is that they are more dependable.

The distinction between online and offline communication is traditionally viewed as a distinction between computer-mediated communication and face-to-face communication (e.g., face time). Offline is reality, while online is virtuality or cyberspace (i.e., real life or “meatspace”).

Online Classes vs Offline Classes which one do you prefer? For more information on such informative topics, visit our school education page and follow Leverage Edu .

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12 comments

Online classes is better than offline class in this covid19 pandemic situation

Hello Nasrin, We totally agree with you and believe that online classes do have their own share of advantages too. Here are some recommended reads that you can check out on the same: https://leverageedu.com/blog/online-learning/ https://leverageedu.com/blog/online-courses/ https://leverageedu.com/blog/online-classes-are-the-new-normal/

Very nice content

Acc. 2 me offline is better. As it boost 😤 Student confidence nd to talk freely with his /her teacher. As in online one can ask ques privately, perfectly clear doubt but isn’t it lower confudence . As he /she can ask his/her ques. But in future while in any situation when he /she need to do some open conversation or any other situation. He /she can’t able to do it perfectly. To b good there strt it frm starting.

Me offline class is best 🙂 Thank you

Hey Deepanshi, offline and online courses both have their merits and demerits. Glad to know that you find offline better!

In my opinion offline classes is best way of learning ☺️

Thank you for the comment!

The information you’ve shared in this blog is highly remarkable. Thanks for sharing quality information.

Thank you for such encouraging feedback. We are continuously working hard to bring all the important information for our readers regarding study abroad queries. If you are interested in knowing more about such study abroad related services call Leverage Edu anytime at 1800 572 000 for a free consultancy session.

Online classes make Health issues, spending so much time in front of computer cause bad affects on health But in Physical Offline Classes are very much better than online classes in my opinion, when you meet peoples physically your mind get open and with physically connect with teacher gets your study perfect. OFFLINE CLASSES ARE THE BEST in terms of everything

Well , i have a question though . what about introvert students ? Who are too shy to approach to the teacher , they are much more comfortable in online , aren’t they ?

Online classes are undoubtedly great for introvert students. But if you’re an introvert and you take offline classes, you will be able to build courage and confidence which will prove beneficial in the future.

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Some facts about Education System in India:

• India's education enrolment ratio of 11% is among the lowest in the world. Only one in nine students joins college after school.
• Only one out of Ten Indian students with degrees in humanities and one out of four engineering graduates get job after completing their degree.
• National Assessment and Accreditation Council concluded that 90% of the colleges and 70% of the universities graded by them were either of average or poor quality.
• There is a great shortage of teachers even in IIT that have reported 20% to 30% shortage.
• There is extreme shortage of good institutions, which has led to excessive rise of cut-offs for admission in some highly reputed universities like DU.
• While the US accounts for a third of the world's output of articles in science and engineering, India accounts for less than 3% of research papers published.
• Kerala became the first state in India to achieve 100% primary education in 2016, owing to its literacy program called 'Athulyam' launched by the state government.
• Reports show that Indian students spend around $7 billion to go and study in foreign universities. This is called 'Brain drain.'

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A quote that can be used in the gd on indian education system:, pros of fdi in higher education:, cons of fdi in higher education:, related topics.

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