Online discussion groups: Strategies to enhance participation and collaboration

Given the permanent nature of the discourse, a common fear by students is criticism, or even ridicule, by their fellow students of what they have written (Pearson, 1999). It is quite different to expose cognitive shortcomings to peers rather than just the teacher. "Better to remain silent and be thought a fool than to open your mouth and remove all doubt" (a student comment in Pearson, 1999). This can be particularly daunting for students who are used to being relatively passive in face to face classes. Newcomers may spend 10 to 20 hours simply reading before they will risk adding their own comments (Harasim et al., 1998). Once involved, many students spend considerable time editing and re-editing their work so that it is not ambiguous (Pearson, 1999).

After encouraging students to participate, online discussion groups open up many opportunities for collaborative learning. The benefits of collaborative learning are often cited. However, it cannot be assumed that students will know how to work collaboratively online (Marjanovic, 1999). This paper will look at strategies that have been successful in encouraging both participation and collaboration in online discussion groups from a range of subjects at the University of Western Sydney. Other issues that have had to be addressed, such as maintaining an appropriate workload for bot teachers and students, will also be covered.