How to Start a Discussion Post

Students attending classes virtually may be concerned about missing out on the interactions found in a traditional classroom setting. However, these students still benefit from class discussions through online discussion boards, which allow them to create original posts about a course topic and respond to the posts of other students. This guide provides information on what students can expect when using an online discussion board, the etiquette to follow on these boards, and how instructors grade the posts students make.

Discussion Board Examples

Example of a Good Discussion Post

Discuss your thoughts on the most recent reading and respond to a peer's comment:

I thought the most recent reading spoke to the importance of caring about the environment. In the reading the author made several good points about how individuals who learn more about ecosystems, and how reducing plastic waste helps these ecosystems, are more likely to reduce their own plastic use. I appreciated Brandon's perspective when he wrote about how he used to only use single-use plastic, but is now striving to use recycled materials and more sustainable methods in his own home.

Example of a Bad Discussion Post

Discuss your thoughts on the most recent reading and respond to a peer's comment:

I liked the reading, it was good. I did not like Brandon's post cause he said he uses plastic and obviously that's wrong. Anyway, the article was interesting and talked about the environment.

The Discussion Board's Role in the Online Classroom

There are many things that students may want to know before participating in a discussion board for an online class. The following are answers to some of the questions they may have.

What are discussion boards for online courses?

Who participates in online discussion boards?

Why is it important for students to participate in online discussion boards?

Are online discussion boards only for online students?

Should discussion forum posts be formal?

Are students allowed to debate with their peers on online discussion boards?

Do posts on online discussion boards have to be long?

Discussion Board Etiquette & Tips for Success

Just as traditional students should follow certain etiquette in the classroom, online students engaging in discussions on a board are expected to behave appropriately. The following are some tips to help students create posts and responses, so they do well in their online courses, while following standards that instructors expect.

When Posting

When Responding to a Peer

Common Online Discussion Board Pitfalls and How to Avoid Them

Students who are not used to online courses are likely to make some mistakes when they participate in a discussion board. The following are some mistakes that students should know about in order to avoid them.

• Not being thorough.
  Students should be aware of posting short or poorly thought out responses. Not having a thorough response can mean the student is not completing the appropriate readings or is not reading the prompts or questions correctly. A thorough response shows that a student is engaged.
• Getting too personal.
  Although some of the topics covered in a class may remind students of personal experiences, an online discussion board is not the appropriate forum to discuss their problems or ask for advice on issues not related to the course. Students should limit their conversation to the relevant topics and avoid discussing their personal lives in too much detail.
• Making posts too long.
  While students should be aware of posts that are too short, a lengthy post can also be problematic. If a student is using filler words or phrasing, or rambles in their response, it can signify that they are trying to fill space on the discussion board rather than answer the prompt.
• Procrastination.
  Waiting until the last minute to make a required post can decrease the quality of the conversation about a subject. Posting earlier allows other students to respond to a post and engage in debates that help everyone in the class get the most out of the conversation.
• Not paying attention.
  One of the biggest mistakes a student can make in discussion boards is not thoroughly reading the question or prompt. Students should stay engaged in class and use the discussion board as a way to ask questions or offer opinions on the course material.

Role of Teachers Using Discussion Boards

When it comes to discussion boards, there are a lot of options. Choosing the best discussion board website can vary by instructor, major, or institution. Instructors working in science or data may want to consider using an interactive discussion board website. While teachers who are more comfortable with video conferencing and prefer lecture and video formats may want to consider an app that supports video calls. Below are just a few of the discussion board options for classrooms.

Discussion Board Tools for Teachers

• StatSilk - This only learning board helps teachers utilize interactive maps. The software allows instructors to turn spreadsheets and data into interactive learning tools.
• Google Drive - Google Drive helps instructors keep everything organized in one place. Google Drive is easy to access and has an auto-saving function that makes it easy for students to save their work. 
• Blackboard - Blackboard is an online discussion board platform specifically for instructors. With an impressive array of functions instructors can grade discussions and even create surveys and polls.
• Eduflow - With an easily organized layout, this site is designed to help instructors create a seamless flow between discussions and coursework.
  WebEx - This app allows instructors to host video conferences and online forums. Students can access the app from any device and there is a chat function that allows students to communicate with one another.

Instructor Input: How Online Discussion Posts are Graded

Ultimately, students who are required to participate in online discussion boards have to think about how their posts will affect their grades. In order to provide a perspective on how these posts may be marked, we received input from the following experts:

What do professors expect from students on class discussion boards?

Adcock: The expectations are a certain word count, evidence that they have read the related readings or viewed the related videos and a demonstration of critical thinking regarding the discussion prompt. In responses, I expect that they are specifically written with the original post in mind and also include the required number of words and a demonstration that they are thinking critically about the subject matter.

Langbert: I look for clarity of expression, correct grammar and punctuation, avoidance of repeating the same idea over, creativity, careful reading of the material, and ideas that are better than mine.

Stoloff: Professors expect positive interactions that reflect their understandings of the course materials and their social skills in connecting with the ideas of others. We expect full sentences, accurate spelling and grammar, and original thought in each post.

How are discussion board posts graded?

Adcock: I utilize a simple rubric for my discussion boards. Requirements are awarded for clarity and organization of post, critical thinking, and word count/grammar.

Langbert: I use a grading system of 0 (no participation), 1 (did not do the reading but made a college try at answering), 2 (misunderstood or poor grammar), 3 (good but unoriginal or inadequate grammar), and 4 (good grammar, clear thinking, and original).

Stoloff: Some professors just count the number of posts as the grade—a measure of quantity and interactions. Some provide a rubric and assess a quality grade for the posts.

What causes students to get points for their discussion board posts?

Adcock: A student that satisfies the rubric requirements and demonstrates they have completed any related reading requirements and applies that knowledge to their post typically receives the maximum number of points possible.

Langbert: Students often think that quantity is most important. A student who writes two pages on a discussion board post can be impressive, but that is not necessary. Originality and insight can often be expressed in a few sentences. As well, it's easier to correct a few sentences grammatically than it is to correct two pages.

Stoloff: Evidence of activity in the discussion and integrating course ideas are key measures for points.

What causes students to lose points for their discussion board posts?

Adcock: Not meeting the word requirement, not answering the writing prompt thoroughly, not connecting their post to the reading assignment and poor grammar all contribute to a loss of points.

Langbert: When I see ten students make nearly identical points, naturally they do not get the highest grade. When I see bad grammar, students lose credit.

Stoloff: Non-participation before the closing date/time of the discussion and evidence of copying their ideas from their own posts and from others.

How can students increase their chances of getting high marks on their discussion board posts?

Adcock: The most important thing a student can do is to take these assignments seriously and not wait until the last minute to complete them. Making sure they answer the writing prompt thoroughly is also crucial.

Langbert: Read the material or do the assignment. Then, look at what the other students are saying. Integrate a couple of points from your fellow students, but say something new and imaginative. Possibly integrate additional information from related outside reading, but show that you've read the assignment as well. Write well.

Stoloff: Responses in a timely fashion, the connection of the ideas of others to the course information and one's own life experiences, and the use of appropriate humor and fellowship enhance the discussion and one's credit.

Additional Resources for Online Student Success

• E-Learning Survival Guide
  This guide provides an overview of what the e-learning experience is like. Includes details about the types of institutions that offer e-learning opportunities, the benefits of e-learning, financial aid options, the technology students use to take courses, and e-learning delivery methods. Also provides the perspective of an e-learning expert and a quiz to determine if e-learning is the right choice.
• Improving Study Skills in College
  This guide helps students develop the effective study skills they need to be successful in their degree programs. Includes information on note-taking strategies, apps to help get the most out of study time, and ways to improve memory. Students can also identify what kind of procrastinator they are, get advice on how to reduce anxiety related to test taking and read an expert perspective on study skills.
• How to Write a Better College Essay
  This guide provides valuable information to help college students improve their essay writing skills. Students can get tips on creating citations, quoting sources properly, using style guides, and avoiding plagiarism. Also includes resources students can use as they write their essays.