- My students’ discussion shows a rich pattern of interaction that encompasses a wide variety of interpretive and authoritative modes. At the very least, we should be skeptical about any blanket generalizations about what online discussions cannot do or what kind of writing they make possible.
- Excellent postings for the online discussionâ€”at least in terms of the values I created for my classâ€”most of all show a rich variety of discourse modes and patterns of interaction. The students who showed most flexibility with these forms of discussion were the most successful students in the class in terms of final grades and the degree to which they established strong, authoritative voices in the classroom.
- The online discussion helped considerably in changing patterns of authority and developing multiple kinds of authority. Students found a variety of methods for sharing knowledge and shaping discussion; my lack of presence in the online discussion cleared space for their voices and enabled a form of “intellectual play” that is difficult to create in even the most egalitarian classroom. That strength of student voices was, in turn, brought into the classroom through citation and carryover of the online discussion.
Work with colleagues from the Carnegie Academy for the Scholarship of Teaching and Learning has revealed some consistency of these findings in other disciplines and contexts.
My results at this stage mostly focus on documenting what happens in student discussions online, especially when part of a strong discussion-focused seminar class. I’m interested in further discussion and exploration of such settings.