Threaded+discussions

Basics
Threaded discussion groups present a useful enhancement for group communication compared to email and listservs. These groups are hosted on the web, so your email inbox doesn't fill with messages. Threaded discussions (also known as discussion forums, discussion boards, etc.) **maintain an organized conversation**. It is easy to identify (by the way the message subject line is indented in relation to other message subject lines) different topics, responses to topics, responses to responses, and so on. You are able to follow the 'thread' of a conversation.

Messages on discussion groups are often called "posts" and message creators are called "posters". Discussion groups usually support the ability for you to email a poster directly if you don't want your reply to be made public on the discussion forum. You can initiate new topics and respond to others.

Teacher-oriented uses
Professional development websites may run discussion boards for teachers to communicate with one another. Teachers may also wish to communicate with parents via discussion boards using a tool such as Moodle.

Student-oriented uses
See [|this page] for an overview of some good practices for teachers using discussion groups. Using discussion groups in a classroom setting may provide an alternative to traditional small discussion groups (such as literature circles, for example). Electronic discussion groups may give more students a voice, and may allow students to compose more thoughtful input to discussions. Although it may seem somewhat counterintuitive at first, use of discussion groups during class time can actually be more productive than face-to-face conversation, because more people can be contributing simultaneously. It is also easier (but more time consuming) for teachers to monitor multiple student groups, and perhaps to participate as needed, if they are communicating through electronic discussion groups.

Resources to learn more
This paper: [|Promoting Durable Knowledge Construction through Online Discussion,] contains a scholarly overview of best practices in designing, facilitating, and evaluating online discussions to promote deep learning.

This blog entry provides a good overview of the [|similarities and differences between blogs and threaded discussions].

Resources/examples of this technology in education
There are (not surprisingly) some free tools on the Internet for creating and maintaining discussion groups. An easy one aimed specifically at educators is Nicenet's Internet Classroom Assistant, [|www.nicenet.org]. It is commercial-free and very user-friendly for teachers and students. Nicenet has some other features such as the ability to email other class members, post documents or web links, and maintain a class schedule.

Threaded discussions are typically found as one feature among several incorporated into a website (such as under the Discussion tab on a wikispaces page) or learning management system. Tools such as [|Drupal] or [|phpBB] are examples of open source software which are designed to facilitate running many forums or threaded discussions (and perhaps managing other types of content as well).

Research on this technology in education
Li (2002) examined computer-mediated interactions around math and science by sex in a 5th/6th grade classroom in Toronto. Findings included: (a) male students took more turns; (b) females initiated more of the developed conversations (which differs from face-to-face communication research); (c) males and females were equally likely to send following messages; (d) in messages which were followed-up, females used significantly more information-asking, and significantly less giving-explanation; (e) most analysis of male and female participation showed no significant differences. Li concludes, “In this … environment, CMC appears to support equality more than is usually found in face-to-face settings in terms of initiating conversations and conversation development” (p. 421). Li, Q. (2002). Interaction and Communication: An Examination of Gender Differences in Elementary Student Mathematics and Science Learning Using CMC. //Journal of Educational Technology Systems, 30//(4), 403-426. See also [|http://www.ucalgary.ca/~qinli/publication/g_lf_2study.html]

Some other studies: [|FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING] [|Peer Teaching in Web Based Threaded Discussions] [|REALIZING CONSTRUCTIVIST OBJECTIVES THROUGH COLLABORATIVE TECHNOLOGIES: THREADED DISCUSSIONS]