In my post from November 9th, 2009, I suggested two discussion starters—polling and pros and cons—and promised more strategies in future posts. So, here are two strategies for getting your online students talking to each other in more depth about course content.

1. Roles in a Case Study – present the class with a short case study and assign each group a part to play in that case. Each group discusses their “part” identifying primary concerns, varying influences, and possible actions for that stakeholder. Each group reports when everyone reconvenes. Discussion flows from there to identify differing approaches to the problem and possibilities for a mutually agreeable solution. I’ve seen this work particularly well using an ethical situation; it would work well in any course addressing conflicting concerns and interests.
2. Problem Solving Based in Theory – In this activity the instructor (or selected students) provide a real-life situation. Each group develops a response based on a different theoretical stance. When the class reconvenes each group reports, and a discussion ensues about the differences between the responses.

Why might these work? In each case, breaking up the class into smaller groups 1) puts more pressure on each student to participate and 2) eases the pressure of individually putting an idea out to the entire class.

The advantage to the instructor? As with the discussion starters of November 9th, you get the opportunity not only to see what students think they know—and so have an opportunity to correct misconceptions—but also to see whether or not they can apply what they know.