Distance learning has its challenges and one of them is to generate high-quality interaction. Experts in the field of cognitive psychology and learning theory emphasize that the interaction critical to the learning process. But how does an educator groped a correspondence course work more effective and resonant interaction online format to provide?
One of the basic ways to interact in the toolbox to work in the field of distance learning is the discussion forumboards. The discussion forum is where educators can strategically targeted and interactive student activities are provided. Interaction can be set per teacher to students or student-student interaction, or both.
To ensure optimum use of a discussion forum, had questions so that direct students to respond purposefully and constructively, will be prepared.
Avoid Broad questions
The Forum of distance learning, you should never ask questions general.An example of this type of question in a broader history of the hypothetical course would be something like: "Tell me what has happened in the battle of Gettysburg?"
Books have been written on this subject and students can safely write books too, but can not be what you really need to live.
Be specific
We recommend using a funnel with your technical questions during a panel discussion, lead your students that a certain part of the content of your reply distanceLearning. Be specific with your question. After the theme is used in the example above, could be an example for a more focused question: "Please describe the circumstances that led to Colonel Joshua Chamberlin, only a ploy to try the Little Round Top at the Battle of Gettysburg. "
Word ranking in September
Depending on the distance course and specific learning activities included in the course, setting the target word is enough for students to respond is a good strategy. It would alsodepending on the number of tasks discussion. If the course has a great discussion questions, you can set lower limits to the area of your word. If you have few opportunities for debate, the limits may be likely to use.
It could be an example of an application with a range word, "played in 100 to 150 words, describe the role of data acquisition strategy in the battle of the generals at the Battle of Gettysburg."
Another advantage of the word environmentit is sufficient that the "ditto-effect", or if students only reduced in line with previous messages, with a simple "I agree with so and so." Placing a limit will cause students to deepen the content and flex their critical thinking skills.
A positive side effect of having an upper limit is the word that the students' responses during the review and criticism can be very rewarding, time is not unlimited. An upper limit student speech focused on the most convincingwant to do and you can, your time, manage to meet all the goals of the course.
Enter the guidelines
Instructors should be the learning objectives of the course and development of guidelines should provide talking points to focus the students' learning. If you want students to gain an understanding of the content in a particular area, the questions put to them to point in that direction. Following the Civil War with the examples above, here is an exampleguidelines on how distance learning course: to describe in 100-150 words, factoring in charge of Pickett's troops from both sides of the fight, the topography of the field at Gettysburg and disadvantages of the rebels.
As you can see, is that if you wanted students to look at specific content areas to help with the guidelines in your questions directly, they focus on specific content areas. Provide guidance in your questionshelps students, moving away from a field of intention.
Following the above three tactics as you develop questions for discussion in distance learning, both at the center of learning and help students develop deeper critical learning skills.
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