Effects of Class Size and Length of Course on Discussion Participation
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Subject: [ProfessionalDevelopment 1171] Re: Leap to Online Facilitation (wasParticipation, Engagement, and Completion)
From: Katherine G Kgotthardt at comcast.net
Date: Thu May 17 13:53:56 EDT 2007
Leslie, you asked:
"Has anyone had experience with how different sized classes or the length of the course influences discussion participation?"
In my experience, larger classes yield more discussion simply because there
is more likelihood that at least some participants will engage in
discussion. Assuming participation is often difficult to elicit, it makes
sense that smaller classes tend to yield less discussion. And of course, it
always seems to be the stronger students who take more active roles in
discussions.
The quality of the discussion is guided by the kinds of questions posed (as
Jackie points out in this discussion), the reading and writing proficiency
of the students, and their interest in the discussion topic. Some students
just do not seem to connect with the discussion topics, so they do not
participate. Unfortunately, this results in a kind of disconnect between
them and other students who DO participate.
I have not noticed a difference in discussion frequency depending on length
of classes (most of my classes have run eleven or eighteen weeks). This is
something I would like to look at more closely in the future.
Best Wishes in Learning,
Katherine Mercurio Gotthardt
ESOL Distance Education Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
703-791-8387
http://www.pwcs.edu/curriculum/adulted/
Subject: [ProfessionalDevelopment 1172] Re: Leap to Online Facilitation (was Participation, Engagement, and Completion)
From: Leecy Wise leecy at fone.net
Date: Thu May 17 14:01:01 EDT 2007
Leslie, you asked, "Has anyone had experience with how different
sized classes or the length of the course influences discussion participation?"
I have found that with large classes (25 or more), I need to divide the groups into smaller groups for discussion/participation (8-10 people); otherwise, participants have too many posts with which to interact. I also think shorter is better. Longer or drawn-out courses have less participation in my experience. I think the intensity of a fast-paced course or session increases participation. In other words, if a 3 month course can be squeezed into a 6-weeks course, participation is higher. My two cents, Leecy
Subject: [ProfessionalDevelopment 1180] Re: Leap to Online Facilitation(wasParticipation, Engagement, and Completion)
From: James, Kathryn kathryn.james at lancaster.ac.uk
Date: Fri May 18 04:19:23 EDT 2007
Dear Leslie and Katherine,
We have found that the length of course makes a big difference, the
longer the course the more time people have to engage and also they have
committed more time to the 'idea' that they will engage. Shorter
courses appear to lead people to make a couple of comments and then be
less active and read others who have signed up for more than one course
(the programme I run is modular, 7 modules all at 10 weeks) so those who
are committed for the 7 modules will invest more than those who are
there for only one.
I also agree with you Leslie that the numbers make a difference, but I
would say that over here it is the longer term perspective that makes
more of a difference over the numbers. Less numbers also means more
work in many ways for the moderator, OK they have perhaps less to read
but in fact they do need to try to elicit more (as noted by Lesley). It
is like being in an English class as a teacher and no one speaking.....
as the teacher you end up doing all the talking!
Kathryn
Kathryn James
Literacy Research Centre
Institute for Advanced Studies
Lancaster University
Lancaster
LA1 4YD
E-mail: kathryn.james at lancaster.ac.uk
Website: http://literacy.lancs.ac.uk <http://literacy.lancs.ac.uk/>
Subject: [ProfessionalDevelopment 1183] Re: Leap to Online Facilitation(wasParticipation, Engagement, and Completion)
From: Leslie Petty lpetty at twmi.rr.com
Date: Fri May 18 08:16:43 EDT 2007
Kathryn,
Thanks for providing a different perspective. My only experience has
been with short, discrete classes, so I hadn't even considered the
possibility of modular classes where you could engage a group of
learners, many of whom had on-going experience with both the facilitator
and the some of the other participants. I'm intrigued by the idea that
those who are involved for the most modules are also the most involved
in discussions. It's an interesting model to consider.
Leslie
