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The Strength of online learning lies in the fact it enables independent as well as collaborative learning.

Online learning is the development of personal computing, the internet and the web over the last three decades. It summarizes the impact this has on education and presents the views of a number of practitioners on how conventional educational delivery and teaching practice is likely to change as a result. Online learning invited the learner to express their own views on the issues raised and to engage in a forum discussion Pen and paper, blackboards and chalk, were the traditional technologies of education in the 19th century. They are still used today - the classroom based teacher or learner educational method has changed little over the last two centuries. However, although the classroom paradigm has not changed, new technologies have been introduced as they emerged. Radio, TV, sound and video recording were used during the 20th century and photocopying became widely used for the production of notes for learners. When the first desktop computers became available in the 1980s they led to the introduction of IT skills development for both learners and teachers and the start of use of word processing and graphics software for documentation. When the Internet and the Web came into being in the 1990s the rapidly growing access to shared academic resources began to be used by teachers and learners. At the same time the implications for distance learning were becoming apparent and the term e-learning was first used. Innovative groups around the world began to develop their own online learning materials and courses. The first commercial online learning environment software products were produced. A number of national and international educational e-learning development initiatives were launched to promote the use of technology in education. In the first decade of the second millennium, online learning was becoming integrated into mainstream educational provision and was recognized, even by those teachers not currently involved, as an inevitable component of future delivery. At this time commercial Learning Management System (or Virtual Learning Environment) software for the delivery of online learning was being purchased, often with government help. Institutions were encouraging teachers to produce digital versions of their courses and to make them available online using these delivery platforms. The development of Web 2.0 applications during this decade, along with the growth in use of personal technologies, fundamentally changed the direction of e-learning development.

The potential of completely new ways of communicating and sharing information and resources, and the realization of how this would impact on educational delivery, reinforced the growing view that traditional classroom teaching could be supplemented or even replaced by the effective support of learners using online resources . It emphasizes the multiple sources of information now instantly available for the learner and how the enthusiasm generated for a subject significantly improves learning. In addition
to flexibility with time, choices related to the learning experience were also reported as positive. Learners indicated that the ability to freely pick and choose from the menu of diverse learning experiences enabled them to find the approaches that best fit the way they learn. Convenience is another advantage identified in the online learning literature. Such as on Saturdays. students mostly accessed course materials from their home computers, the place most convenient to them. Otherwise. They also found similar results in their study of communication conventions in instructional electronic chats. Participants indicated they read and responded to comments in online discussions at times convenient to them.

The growth of social networking sucb as Facebook, Twitter, and blogging bas demonstrated bow communities can transcend physical space and have actively engaged learners. These growing virtual learning communities are a testimony to the way social interaction and relationship are developed online. Also, an important aspect of online learning is online discussion and interaction. Online interaction is a key component of an online course. Whether it is student-tostudent or student-to-teacher interaction, the ability to discuss and excbange ideas has long been considered the component that adds value to an online course. Tbis is wbat distinguisbes online courses from correspondence courses wbere written materials are posted on a webpage for students to access. Most online courses and programs promote tbe bigbly interactive nature of tbeir curriculum as evidence of their school's educational philosophy (Lorenzetti, 2010). The success of effective online courses is dependent on the quality of interaction in online discussion forums. Online teachers agree that online discussions forums are tbe most important avenue through which learning can happen. The power of discussion forums is tbat teacbers and students can tbougbtfully add to a discussion based on their own time schedule. This is not often possible in a traditional classroom wbere all students may not have the opportunity to contribute. Effective online discussions can create a dynamic learning context that fosters learning, growth, and community among students and the teacher. However, the challenge for teachers is to ensure that discussion fosterseffective learning and formation. This is especiay true when onUne courses include tbree times tbe student interaction of a traditional face-to-face course.

For teacbers facilitating discussion, it can become an overwbelming task, especiay wben tbere is too much or not enough student interaction. The complexity of generating and facilitating effective online discussion is critical to the success of an online class. Teachers are challenged to address questions such as the following: How do you ensure that discussion is contributing to learning? How much interaction is necessary and what constitutes effective interaction? How can I ensure that students engage in thoughtful discussion? This article addresses how online teachers can facitate effective learning through discussion. The article also presents a framework for effective onlinediscussion called the Community Inquiry Model (Garrison & Anderson, 2011). The article provides guidelines for teachers to develop discussion board rubrics and effective faculty-student and student-student interaction in online courses. The article concludes by providing best practices of online discussion based on current research and personal experience in teaching online courses. Synchronous and Asynchronous Discussion In distant learning contexts there are two types of online discussion. One is synchronous, which includes real time discussions, and the other is asynchronous, which includes online discussions that do not take place in real time. In most online courses, asynchronous online discussions have become most widely used to support student interaction. An asynchronous online discussion is a text-based, computer-mediated communication that allows human-to-human interaction without time and location constraints (Xie, Durrington, & Yen, 2011, p. 17). Research suggests that asynchronous online discussions have many positive attributes. Online discussions enable convenient interactions between student and feow students, and between students and teachers. The facitation of online discussion extends collaborative knowledge construction and information distribution, as we as supporting cognitive and metacognitive engagement of reasoning and argumentation (Xie, Durrington, & Yen, 2011, p. 17). The successes of online discussions have been connected to the attitude of students, particularly in fostering a sense of community and relationships. Since the majority of online courses include asynchronous online discussion forums, the primary focus of this chapter is to discover how to develop effective asynchronous discussions. Also, research indicates that the most effective asynchronous courses include some synchronous online discussions. For example, some online courses use Skype, Jing, or Adobe Connect to provide real-time video discussions. The benefits of providing these synchronous online discussions are in building relationships between students and faculty and providing an opportunity for live interaction. It is recommended that online classes include both asynchronous and synchronous online discussionsCommunity of Inquiry Model (CIM) The Community of Inquiry Model (CIM) was developed by D. R. Garrison and Terry Anderson (2003) to achieve a high level of student learning inonline discussion. According to Carrison and Anderson, "A critical community of learners, ftom an educational perspective, is composed of teachers and students transacting with the specific purposes of facilitating, constructing,

and validating understanding, and of developing capabilities that will lead to further learning. Such a community encourages cognitive independence and social interdependence simultaneously" (p. 23). A CIM is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct meaning and confirm mutual understanding. The CIM theoretical ftamework represents a process of creating a deep and meaningful collaborative and constructivist learning experience through the development of three interdependent elements: (a) cognitive presence, (b) social presence, and (c) teaching presence (Figure 1). These interdependent elements provide a ftamework to measure and evaluate learning outcomes in online discussion forums. Based on the CIM, online discussion can be generated and facilitated for effective learning and formation. Here is a brief description of each of the three interdependent elements: Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication. In essence, cognitive presence is a condition of higher order thinking and learning. The primary focus on cognitive presences is to ensure that online discussion and dialogue includes learning exercises that foster critical thinking. Social presence is the ability of learners to project their personal characteristics into the community of inquiry by presenting themselves as "real people." Due to the lack of non-verbal communication, the shift from spoken communication to written communication presents a challenge for establishing social presence (Carrison & Anderson, 2003, p. 29). The ftequency of written communication and presence of faculty interaction enhances cognitive presence. In other words, the frequency of student and faculty interaction enhances the student's ability to engage in higher levels of critical thinking. The function of this element is to support the cognitive and affective objectives of learning. Social presence supports cognitive objectives through its ability to instigate, sustain, and support critical thinking in online discussion forums (Rourke, Anderson, Anderson, & Archer, 2001, p. 2). Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Carrison & Anderson, 2003, p. 30). The teacher brings all the aspects of the learning process together to meet the learning outcomes and the respective needs of the learner. The role of the teacher is critical in generating and facilitating online discussion by structuring appropriate online discussion guidehnes to ensure student engagement and learning. This is often the most difficult task indeveloping an online course, but with intentional course mapping based on the course learning outcomes, the teacher can ensure quality in online discussions forums. In the Community of Inquiry Model, teacher and students participate in a learning transaction that is more readily identified with constructivist rather than instructivist approaches to education. Therefore, social presence is regarded as a function of both the teacher and the studentsThe Community of Inquiry Model provides a theoretical framework to

evaluate effective online discussion through three elements of communication: social, cognitive, and teaching presence. This framework is beneficial to the Christian educator because it provides a holistic approach to learning. It also provides the Christian educator with tools to assess and evaluate effective online discussion. Much of the research about good practices centers on Arthur Chickering's Seven Principles of Good Practice in Undergraduate Education (1987). In 1991, Arthur Chickering and Stephen Ehrmann in "Implementing the Seven Principles: Technology as a Lever" adapted their research to include online learning. Even though the seven practices are designed for undergraduate education they are generalizable to post-secondary education. These seven principles provide a theoretical framework to evaluate effective online learning. They include the following principles of good teaching practice: 1. Encourages contact between students and faculty. Frequent studentfaculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans. 2. Develops reciprocity and cooperation among students. Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding. 3. Encourages active learning: Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. 4. Gives prompt feedback Knowing what you know and do not know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. Jn classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to refiect on what they have learned, what they still need to know, and how to assess themselves. 5. Emphasizes time on task: Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all. 6. Communicates high expectations: Expect more and you will get more.

High expectations are important for everyonefor the poorly prepared, for those unwilling to exert themselves, and for the bright and well-motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for them and make extra efforts. 7. Respects diverse talents and ways of learning. There are many roads to learning. People bring different talents and styles of learning to coege. Brilliant students in tbe seminar room may be au thumbs in the lab or art studio. Students rieb in bands-on experience may not do so we witb theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pusbed to learn in new ways tbat do not come so easily (Cbickering, 1987). Since online discussion bas a long history in distant learning courses, there is a wealth of information available to inform best practices of online discussion. Tbe following list is not inclusive of au practices but provides a summary of tbe best practices from tbe literature and personal experience in generating and facilitating online discussion. 1. Develop clear guidelines and expectations for discussion. Tbe course syllabus sbould provide clear guidelines and expectations for student and faculty interaction in tbe discussion board. Tbis sbould include the number of days of participating in tbe class on a given week, tbe number of posts to be submitted eacb week, the expected time of study during the week, and a clear discussion rubric to evaluate online discussion. Also, the guidelines should include clear expectations about tbe number of words in a given post (e.g., 250-500 words) and tbe frequency of responses (e.g., 4-6 peer responses per week). Tbe teacber also is to clarify bis or ber avaabity and response time to student interaction. In most online courses, teacbers are asked to respond to student interaction witbin a 24-bour period of time. When developing the course guidelines, allocate at least 20 to 30 percent of the course grade to include student-to-student and teacher-to-student interaction. Some advocate that the course should include up to 40 percent of the course grade in interaction, but no less than 10 percent. 2. Develop discussion rubrics that evaluate cognitive, social, and teaching presence. Based on the Community of Inquiry Model, the online discussion rubric provides the teacher and student with an objective framework to measure interaction. Tbe rubric can be developed on a five-point Likert scale to provide objective criteria to measure student interaction (Appendix 1). Tbe teacber is to give student evaluations on a regular basis based on the definition of a "substantive post". A substantive post is to include knowledge (cognitive), grammar/speing (communication), and timeliness (due date). This is to be reflected in tbe discussion board rubric. Tbis ensures tbat quality interaction is taking place in tbe online course. Also, include discussion etiquette in tbe course syabus, wbicb consists of tbe foowing: ' Be sensitive and reflective to what others are saying. Do not use all caps. It is the equivalent of screaming. Do not "fiame" which are outbursts of extreme emotion or opinion.

Think before you hit the post (enter/reply) button. You cannot take it back. Do not use offensive language. Use clear subject lines. Do not use abbreviations or acronyms unless the entire class knows them. Keep the dialog coegial and professionalSince online discussion is the heart of online courses, it is imperative that the teacher provides clear expectations about how student interaction is to be measured. A robust discussion board rubric is essential to effective online learning. 3. Facilitate and manage online interaction on a regular basis. The teacher is to facilitate the pace of the course by monitoring the class on a daily basis. This includes answering all outstanding questions for each module or section, providing "whole class" feedback at regular intervals, and being proactive in contacting students who are falling behind in the class discussion (Berge, 1995, pp. 22-30). When facilitating online discussion, teachers are to avoid two extremes: mothering and orphaning. Mothering is responding too early to student interaction, which preempts students' discussion. Orphaning is allowing the discussion to dissolve into little more than opinions because of insufficient involvement. For the discussion to be educational, it must go beyond uninformed opinions based on unstudied prejudices. The teacher is to assure that students give the evidence supporting their views and refuse to tolerate weak arguments, ad hominem attacks, unsupported or undocumented claims, and unclear writing and grammar. If the students do not adequately respond to discussion questions early in the course, the moderator must give some exemplary responses to illustrate what they ought to have done. Thus, the teacher's involvement wl usually be more intense early in the course than as the course progresses. Also, the teacher does not have to worry about answering and responding to all student post and responses. The teacher is to read au posts and give specific responses to individual students and more genergeneral responses to the class as a whole. 4. Encourage students to be responsible and committed to the process of online discussion. Palloff and Pratt (2003) provide the foowing list of responsibilities in an online learning community. These responsibilities are essential to ensure effective online discussion. They include the following
Openness and willingness to share personal information about work and life outside of school Flexibility by developing an understanding of the nature of online learning and the willingness to "go with the flow" Honesty is the willingness to give feedback and share thoughts and concerns in the online discussion forum Willingness to take responsibility for community formation by demonstrating responsibility by taking charge of discussion and learning activities, including being actively engaged in online discussion on a regular basis Willingness to work collaboratively by demonstrating the ability to

work with peers in discussion as well as in collaborative small group activities (Palloff & Pratt, 2003, pp. 27-28) Students' participation and engagement in student-to-student and teacher-to-student interaction is dependent on their ability to manage and navigate the course requirements. If students are not active in the online discussion, then it will inhibit individual and communal learning and growth. 5. Generate discussion by asking good questions. The instructional design of the course is to include discussion questions that facilitate student dialogue and engagement. Discussion should include open-ended questions that encourage critical and creative thinking. Also, discussion questions are to be written to achieve social interaction and community building. In facilitating discussion, the teacher is to provide prompt responses to student posts and trigger the discussion by asking questions. At the end of each discussion, the teacher can provide a summary of posting to bring the module or topic to a close. When asking students to respond to specific course content and materials, it is appropriate to ask closed-ended questions to ensure students comprehend the course materials. There are a variety of ways to further interaction through discussion. Here are some practical examples: Ask open-ended questions Ask questions that focus on higher levels of cognition (B. Bloom's Taxonomy) Ask probing questions by using the Socratic Method When appropriate, play the devil's advocate to challenge student's claims Promote divergent and convergent forms of thinking Have students defend their stand or opinions with supporting Evidence When possible ask students to relate course content to personal experience 6. Create forums for informal and relational connections with students. In order to develop social presence in the class, the teacher is to establish forums and topics that foster relationship. In the course shell, the teacher can include a forum for prayer requests and praises, a water cooler or cyber cafe to post student autobiographies for student introductions, and a forum for student course questions. Also, students can develop a personal homepage with personal information, family pictures, and hobbies. Some teachers provide informal synchronous gatherings online through Skype, Facebook, or Adobe Connect. All of these informal and relational aspects are critical to creating a safe place for interaction and dialog. 7. Create small class sizes increases student satisfaction. A recent study (Lorenzetti, 2010) questioning the value of interaction in online discussion forums indicated that there was a correlation between course enrollment size and online course completion rates. Classes with more than 30 students resulted in students dropping the course primarily due to a lack of participation by the teacher. The study indicated that larger course enrollment had a negative impact on faculty participation in the course, which resulted in lower student satisfaction (Lorenzetti, 2010). The study also conveyed that larger class sizes resulted in faculty spending less time accessing course activities (Lorenzetti, 2010). It is recommended that in order for there to be dynamic student-to-student and faculty-to-student interaction an online class should have between 14-20 students. If classes are larger, it is recommended that classes be divided into two sections for effective online discussion. 8. Develop assignments that encourage collaborative and active learning. Since the course instructional assignments are built on a constructive approach

to learning, it is important to develop course assignments that foster collaborative and active learning. These assignments are group projects, contextual assignments, case studies, and open-ended discussion questions. A recent study conducted with undergraduate adult students indicated that they prefer teachers who encourage reflection and require students to relate course content to their personal lives (Grant and Thornton, 2007). Students also reported that active learning improved critical-thinking skills and enhanced their writing abilities. Because of this they reported being more self-directed and self-motivated than they thought they were (Grant and Thornton, 2007). 9. Create a balance of student and faculty interaction. Jn generating online discussions create welcoming and supportive environments for learning. When developing a course design, there should be equal discussion assigned between student and student, faculty and student, and students to course content (lectures and course readings). This balance ensures collaborative learning between students and teachers and provides a more dynamic context for student-to-student interaction and faculty-to-student interaction. Some students dominate interaction with too many posts while other students remain passive. It is the role of the teacher to address these concerns with students through personal emaus or a phone call. This helps to minimize conflict and concern with the student. Also, research indicated that too much interaction in a course can result in student dissatisfaction and unrealized learning (Lorenzetti, 2010). This is especially true when much of the interaction is student to student without substantial interaction between student and teacher. Students often get weary reading other student posts that are not beneficial to the course content and materials. The teacher needs to moderate student-to-student interaction to ensure that students are not spending excessive time only in student interaction. Also, a current study shows that the majority of students interviewed confirmed that online courses provided immediate feedback from a teacher who was present, available, and organized. Students commented that student-faculty interaction was best obtained through email and discussion forums (Grant and Thornton, 2007). Most students reported that they interacted more with the teacher in the online course than in a face-to-face course (Grant and Thornton, 2007). Conclusion Effective online courses are highly dependent on the success of online discussions. Since online discussion is the heart of online courses, including both synchronous and asynchronous, then it is imperative that the teacher model effective communication through active participation in the course. Also, the teacher's abihty to craft course assignments and activities that enhance collaborative discussion is essential to online discussion. As a facilitator of online discussion, the teacher provides clear guidelines and expectations of online discussion in the course syllabus and in a discussion board rubric. The rubric provides an objective means of evaluating learning through discussion by using the Community Inquiry Model of social, cognitive, and teaching presence. When this model is achieved in online discussions, students and faculty experience the dynamic power and energy of online learning. REFERENCE LIST
Allen, I.E., and J. Seaman. (2010). Learning on demand: Online education in the United States, 2009. Babson Survey Research group and The Sloan Consortium. http://www .sloanconsortium.org/publications/survey/pdf /learningondemand.pdf Berge, Z. L. (1995). Facilitating computer

conferencing: Recommendations from the field. Educational Technology, 35(1), 2230. Retrieved from http://emoderators.com /moderators-homepage/ Chickering, A. W, and Gamson, Z. E (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39(7), 3-7. Chickering, A.W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. American Academy of Higher Education Bulletin, 49(2), 3-6. Garrison, D. R., 8c Anderson, T. (2003). E-learning in the 21st century: A fiamework for research and practice. New York, NY: Rutledge. Garrison, D. R., 8c Anderson, T (2011). Elearning in the 21st century: A framework for research and practice (2nd ed.). New York, NY: Rutledge. Grant, M., 8c Thornton, H. (2007, December). Best practices in undergraduate adultcentered online learning: Mechanisms for course design and delivery. MERLOT Journal of Online Learning and Teaching, 3(4), 346356. Retrieved from E:\Online Consultation 2011\JOLT/owrnfl/ of Online Learning and Teaching.htm Lorenzetti, J. P (2010, September). Is there too much interaction in your courses? Distant Education Report, 17(14), 1-2, 8. Retrieved from http://www.magnapubs.com/files/newsletters /der/derl009a.pdf Maddix, M., 8c Estep, J. (2010). Spiritual formation in online higher education communities: Nurturing spirituality in Christian higher education online degree programs. Christian Education Journal, 7(2), 423-436. Palloff, R. M.,- 8c Pratt, P (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass. Palloff, R. M., & Pratt, P. (2003). The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass. Palloff, R. M., 8c Pratt, P (2007). Building online learning communities: Effective strategies for the virtual classroom (Jossey Bass Higher and Adult Education Series). San Francisco, CA: Jossey-Bass. Rouke, L., Anderson, T., Garrison, D. R., 8c Acher, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2). 50-71. Retrieved from http://www.jofde.ca /index.php/jde/article/view/153 Vasely, P., Bloom, L., 8c Sherlock, J. (2007). Key elements in building online communities: Comparing faculty and student perceptions. MERLOT Journal of Online Teaching and Learning, 3(3), 234246. Retrieved from E:\OnUne Consultation 20U\merlot article online communities.mht Xie, K., Durrington, V, 8c Yen, L. (2011). Relationship between students' motivation and their participation in asynchronous online discussions. MERLOT Journal of Online Learning and Teaching, 7(1), 17-29. 'This article will appear in a forthcoming book. Best Practices of Online Education: A Guide to Christian Higher Education, edited by

Mark A. Maddix, James R. Estep, and Mary E. Lowe, 2012, Charlotte, NC: Information Age Publishing. Permission granted to publish by Information Age Publishing. AUTHOR Dean of the School of Theology & Christian Ministries at Northvirest Nazarene University, Mark A. Maddix, (Ph.D., Trinity Evangelical ; j^ampa, ID. E-mail: mamaddix@nnu.edu Divinity School), serves as Professor of Practical Theology & Christian Discipleship and

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