How can you facilitate online discussions and group work?

All of the previously-mentioned suggestions for setting clear expectations are nearly the same as when learners are having an in-person discussion or group work. There are some additional issues that need to be clarified to help an online discussion or group work to be effective and enjoyable, One critical expectation is having participants turn on their video! Discussions and group work are much more likely to be successful when other people in the group can see each other. Also, make sure that each participant knows how to use the basic electronic tools. We would like to assume that all participants know the basics such as how to raise their hands, how to unmute themselves, how to respond to a poll and so forth, but not everyone does.

A great collaborative tool (outside of Google and Microsoft Teams) is Padlet. It allows learners to share and respond in real-time or asynchronously.

In synchronous situations, instructors often need to invite the learners to participate. Early in the game, using a non-threatening question to pull them in. For example, inviting them to write into the chat box something as simple as what city they're in. This sets the tone for some engagement later on.

A vague prompt might be, "What do you think about that?" A better prompt might be something like "How does this fit with what you've see in [your job]? If you find yourself giving a prompt that can be answered with one or two words, it's probably too factual. Application-level or analysis-level prompts might be something like, "How would you explain a possible reason for why that happened in this situation?" Prompts that ask the learner to synthesize ideas and creative solutions isn't likely to happen unless the learners have good comprehension of the concepts, a non-threatening learning environment, and enough time to think through a response.

As a facilitator, it is critical to build upon the discussions presented by your students. Find a way to connect concepts they express with concepts you want them to learn by asking probing questions in your responses. By using the Socratic method, you can inspire your students to dig deeper and research further, all of which teaches your students how to add to their own knowledge base as well as share their knowledge base with their peers.

Of these, feedback is the most critical. Humans have a built-in success-seeking mechanism! But they don't know if they're going in the right direction (or the wrong direction!) until they get feedback. Feedback doesn't always need to be negative.

Effective facilitation involves being present, actively listening, and adapting to the needs and dynamics of the group. By implementing these strategies and leveraging appropriate digital tools, you can facilitate productive and engaging online discussions and group work.

Learners often have trouble evaluating their own (or their peers') interactions. They might not need something as dry as a survey. But if they are being asked to do some self-reflection, it's often helpful to give them some structure for answering the question. (Bullet points might work just fine!)

Foster collaboration: Utilise collaborative tools and techniques to encourage teamwork and cooperation. For example, use shared documents or project management tools that allow real-time editing and commenting. Encourage participants to work together on tasks and provide opportunities for brainstorming and idea sharing.

The educator's opinion is not what is important. If the students are not permitted to question the content of the course or the quality of the materials all you have done is wasted their time. A real conversation requires that alternative views and additional sources are allowed. That doesn't mean we accept abusive language - but do not shame a student that disagrees with you. Get curious and be honest. The student that disagrees has taken a brave action to forward the conversation. Education is opposed to indoctrination and demands that we consider a variety of views on a subject.