In the age of social media, where ideas are often unmediated and measured by likes and hearts, trying to cultivate critical thinking through discussion of social issues in an online classroom can be scary. maybe. As instructors, we may feel uneasy about addressing topics that evoke deep-rooted opinions and emotions or reflect painful experiences. However, educational and social research shows that these discussions are important for fostering personal growth (Ford & Malaney, 2012). In her study of “race talk,” Hsu (2013) argues that: “Participants in successful racial dialogues report less intimidation and fear of difference, more compassion for others, a broader perspective, and greater respect for people of all colors and cultures. . and feel more connected to all groups.” Jearey-Graham & Macleod (2017), in their study of gender and sexuality discourses, state that “true learning can only occur through dialogue.” This reflects Freire’s concept of There, “the teacher-student dichotomy is broken down and all members of the dialogue are understood as” both learners and teachers mutually examining and critiquing problems. ” By discussing relevant social issues like this in an academic setting, you can continue to develop your critical thinking skills and uncover personal and societal biases.
Discussion forums are a common method of teaching and learning in online classrooms. For some, the purpose is to simulate a classroom discussion in a traditional setting, where the instructor encourages students to speak up and ask questions. This facilitates immediate application. However, asynchronous discussions give students time to access the material, evaluate it, and integrate their learning with their personal experiences. In both cases, discussions encourage student participation. How can instructors navigate such discussions involving relevant but sensitive subjects? We offer the following guide to fostering discussion of social issues in the online classroom.
Establish parameters early on.
It is important for instructors to establish both the tone and expectations of the discussion forum. Is there a required number of responses or expected word count? Will students be expected to cite or simply mention sources? Provide structure, especially if the topic has not been discussed in an online educational setting. This can alleviate some of the anxiety students may have. In an article about engaging, effective, and fair discussions, Abney & Conatser (2020) write: Students struggle in the face of poorly worded questions and unexpected activity changes. ” Instructors may want to require not only an initial response to a discussion prompt, but also a certain number of peer-to-peer responses to encourage open communication among students.
Emphasize inclusivity.
Class discussions about social issues should be inclusive. Before discussing social issues such as race, class, and gender, I remind my students that it is natural to have feelings and opinions about these topics, and to share your own experiences whenever possible. I’m telling you. However, they are expected to delve into why they hold such beliefs and reflect on current research in their field of study. I am a big believer in respect, and if I see inappropriate comments, I will step in and redirect the discussion. Inclusivity must also extend to course materials to incorporate scholars who may have been previously marginalized. Course design should reflect student diversity.
ask a question.
Instructors often walk a fine line between not enough and too much interaction in course discussions. In an asynchronous online learning environment where the curriculum is pre-loaded, responding to students during discussions can be one of the best ways for instructors to share their subject knowledge. Asking probing questions also supports further interaction and critical thinking.Beyond who, what, when, where, why, I ask students, “Have you thought about…?” “How do you think this applies to…?” Also consider teaching your students how to ask questions in a respectful manner. The idea is to help students move beyond simple agreement or disagreement to analyze their own ideas and the ideas of their peers.
Include a personal story.
Personal narratives allow us, as instructors, to guide students in sharing their experiences, identifying both subject and student in the human experience. Although students do not necessarily want to develop a personal relationship with their instructors, they appreciate when instructors can relate to course material and apply concepts to real-world events (Turner, 2021). For example, I might talk about my experience as a planning commissioner when exploring community representation and social dynamics. Through my account of my career as a female scholar and educator during the pandemic, I can examine the dynamic power of gender norms. Social presence is essential for participation in online environments as instructors build trusting relationships with students through technological tools that increase student engagement and satisfaction in online classrooms (Park & Kim, 2020).
Provide resources.
In introductory courses dealing with social issues, the textbook may provide only an overview of the issues. Students who want to dig deeper need reliable resources for exploration. Providing book titles, magazine articles, movies, organizational websites, and descriptions of historical events and places will strengthen the discussion by incorporating other voices. For example, I often tell my students to go to her website on PBS Frontline and watch her 53-minute documentary film, “A Class Divided,” about Jane Elliott’s third case. I recommend it.rd This interesting and easy-to-watch documentary film introduces current students to the perspectives of students in predominantly white neighborhoods about race and discrimination during the Civil Rights Movement (Peters, 1985). They can then discuss how this applies to race relations today, which often reinvigorates the discussion. The content, length, and level of the course can determine the depth of discussion on various social topics, so it’s important to provide ways to explore deeper.
Discussion forums are important teaching and learning tools in online environments. Bringing social issues that often cause divisive opinions on social media into the classroom promotes critical thinking and facilitates the application of course concepts to real-world events and experiences. By guiding the narrative comprehensively and providing additional resources, instructors can successfully engage students in discussions that are both academic and relevant to everyday life.
Stacey U. Tucker, Ph.D., MSP, is an associate professor and department chair of sociology at the American Public University System (APUS). She holds a master’s degree in urban and regional planning and a doctorate in sociology from the University of Tennessee. Her greatest passion is helping people find the resources they need to achieve their goals. Her purpose is to help students and others understand how society and its systems (cultural, political, economic, educational, religious, etc.) influence our values, worldviews, and behaviors. It is to do.
References
Abney, J. & Conasser, T. (October 2, 2020) How to make virtual discussions engaging, effective, and fair in 8 steps. Faculty focus. https://www.facultyfocus.com/articles/online-education/online-student-engagement/how-to-make-your-virtual-Discussions-engaging-effective-and-equitable-in-eight-steps/
Ford, K. A., Mullany, V. K. (2012). “I’m more proud of my race now”: The educational benefits of inter- and intra-racial dialogue on the experiences of students of color and multiracial students. Equity and excellence in education 45 (1), 14-35. doi:10.1080/10665684.2012.643180.
Jerry Graham, M. (2017). Gender, dialogue, and discourse psychology: A pilot sexuality intervention with South African high school students. sex education 17 (5), 555–570. https://doi.org/10.1080/14681811.2017.1320983
Park C. & Kim D. (2020). Perceptions of instructor presence and its influence on the learning experience in online classes. Journal of Information Technology Education: Research 19, 475-488. https://doi.org/10.28945/4611
Peters, W. (Director). (1985). Classification [Film]. PBS Frontline. https://www.pbs.org/wgbh/frontline/documentary/class-divided/
Hsu, D. W. (2013). Race Talk: The Psychology of Interracial Dialogue. american psychologist 68 (8), 663-672. https://psycnet.apa.org/record/2013-42570-019.
See also Hsu, D. W. (2015). Race stories and conspiracies of silence: Understanding and facilitating difficult conversations about race.. Wiley.
Turner, M. W. (2021). Students’ perceptions of instructors’ social presence in online gateway classes. Proquest paper publication.
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