Get Them to Read, Get Them to Talk: Using Discussion Forums to Enhance Student Learning

Figures & data

Table 1. Student response to impact of assignment on “learning”

Answer	Responses and (percentages)	Cumulative totals and (percentage)
Yes, it was a major factor in my learning in this course	62 (34.4)	62 (34.4)
Yes, it helped, but it wasn't more important than other activities	92 (51.1)	154 (85.6)
Yes, but it really wasn't as helpful as many other activities	14 (7.8)	168 (93.3)
No, it didn't really make much of a difference one way or the other	12 (6.7)	180 (100.0)
No, in fact, it hindered my learning	0 (	180 (100.0)
Totals (n = 180)	180 (100.0)

Table 2. Student response to impact of assignment on “learning,” by class

Answer	Fresh (%)	Sophs (%)	Juniors (%)	Seniors (%)	Totals (%)
Yes, it was a major factor in my learning in this course	39(41.1)	8(32.0)	8(26.7)	7(23.3)	62(34.4)
Yes, it helped, but it wasn't more important than other activities	45 (47.4)	15 (60.0)	15 (50.0)	17 (56.7)	92 (51.1)
Yes, but it really wasn't as helpful as many other activities	7 (7.4)	0	3 (10.0)	4 (13.3)	14 (7.8)
No, it didn't really make much of a difference one way or the other	4 (4.2)	2 (8.0)	4 (13.3)	2 (6.7)	12 (6.7)
No, in fact, it hindered my learning	0 (	0 (	0 (	0 (	0 (
Totals (n = 180)	95 (100.1)	25 (100.0)	30 (100.0)	30 (100.0)	180 (100.0)

Table 3. Ratings of four learning factors, positive respondents

	Motivate to read (%)	Focus reading (%)	Other messages (%)	Active vs. passive (%)
Most important	50 (29.9)	49 (29.3)	33 (19.8)	35 (30.0)
Important	46 (27.6)	53 (31.8)	24 (14.4)	44 (26.3)
Less important	32 (19.2)	41 (24.6)	36 (21.6)	58 (35.6)
Least important	39 (23.4)	24 (14.4)	74 (44.3)	30 (17.8)
Totals	167 (100.1)	167 (100.1)	167 (100.1)	167 (100.1)

Table 4. Ratings of four learning ways: negative respondents

	Busy work (%)	One dimension(%)	Other messages (%)	Technical (%)
Most important	8 (57.1)	3 (21.4)	1 (7.1)	2 (14.3)
Important	4 (28.6)	8 (57.1)	0 (	2 (14.3)
Less important	1 (7.1)	2 (14.3)	5 (35.7)	6 (42.9)
Least important	1 (7.1)	1 (7.1)	8 (57.1)	4 (28.6)
Totals	14 (99.9)	14 (99.9)	14 (99.9)	14 (100.1)

Table 5. Minutes taken to complete assignment, self-reported

Category	Frequency (percentage)	Cumulative percentage
Less than 30 minutes	36 (20.0)	19.9
30–35 minutes	55 (30.4)	50.3
40–45 minutes	50 (27.7)	77.9
50–60 minutes	25 (13.8)	91.7
More than 60 minutes	15 (08.5)	99.8
Total	181 (100.4)

Table

No message posted; or a particularly weak message that shows little thought or familiarity with the assignment	No points
Message posted, question answered with clarity and well-connected to the content of the reading; able to discuss the message in class. This is the “normal” grade: most messages get 1 point.	1 point
Particularly insightful, interesting, or provocative message. These will be relatively rare—many students go the semester without any of these.	2 points

Table

To get an overall grade in the A range at the end of the semester, you need at least	17 Points
To get an overall grade in the B range at the end of the semester, you need at least	14 Points
To get an overall grade in the C range at the end of the semester, you need at least	11 Points
To get an overall grade in the D range at the end of the semester, you need at least	8 Points
You earn an F for this assignment if you have less than	8 Points