BOOK: AOD Foundations

7.1. Text-Based

Text-based, threaded online discussions probably do not need much introduction since most LMS come with this capability. Depending on the discussion structure, learners may be required to post only once, or to return to their posts and comment on the responses they receive. Text-based discussions, because of their linear structure, can become overwhelming when there are more than about 20 participants. Educators may want to group learners into smaller discussion groups to make the discussion more manageable.

When to use:

• Text-based descriptions are ideal when learners are expected to develop in-depth thoughts and to cite sources.
• Some discussion structures are best experienced in a linear fashion (i.e., by reading each post sequentially, rather than seeing them all at once as you might on a whiteboard like a Padlet). Consider, for example, a structure where each student must read a narrative constructed by previous learners and add one more sentence to the narrative.

Some issues to be aware of:

• Text-based AOD can be less engaging than the ones that use audio-visual media.
• Text-based medium can convey less information about the author’s intention and/or emotional state, so there are more opportunities for misunderstanding and miscommunication.

Some platforms:

• LMS’s Discussion Board
  Most institutions have access to a LMS, and most LMS come with the capability for threaded discussion. The advantage of using such tool is that it is free, requires little technological learning to use, meets FOIPPA requirements, and integrated into the online course so several aspects can be automated such as reminders of deadlines and grading.
  
  
• Piazza
  This platform requires a paid subscription, though some institutions may already have purchased an institutional license allowing instructors to have access to it (check your institution’s licenses). This platform sits somewhere between a wiki and a discussion board. It’s like a Q & A board where learners can post and respond to questions. In addition, users can prioritize questions and identify the best responses.
  The University of Waterloo’s Centre for Teaching Excellence has developed the following Tip Sheet to introduce the tool.
  
  
• Zoom – Chat Waterfall
  Although this book focuses on asynchronous online discussions, it’s worth mentioning that there are synchronous online discussion tools. For example, while using Zoom for a synchronous class, educators can use the chat to encourage every learner to consider a prompt and provide their response. A Chat Waterfall asks students to type their response in the chat but wait until the instructor gives the sign to go ahead and post the message. Everyone in the class sends their response at the same time (so it appears as though the messages are flowing through the chat, like a waterfall). This ensures everyone to participate in the discussion and timing the simultaneous submissions ensures that no one feels the pressure of being singled out or that they are influenced by someone else’s posts. Then the educator can ask learners to read through the posts and respond by either reacting (for example, “liking” posts that add something new to their understanding) or commenting (responding with a comments) to one post that caught their interest.