By Karen Huynh Wong
Information
Discussion boards have the potential to elevate our students’ learning experiences beyond that of a Q&A tool, becoming spaces that encourage active learning and support a constructivist approach to teaching (Tishkovskaya and Lancaster, 2012). In this poster I present the implementation of discussion board activities (DBA) in my large-enrolment (in-person, online, and hybrid) introductory probability and statistics courses at a large research-intensive university. Components of these DBA are adaptable for all levels of statistics courses and delivery models, and are of interest to those seeking alternative assessments that organically incorporate student collaboration or written communication. These DBA are designed to align with many of the GAISE (2016) recommendations such as teaching statistical thinking, focus on conceptual understanding, and using assessments to improve and evaluate student learning. Based on experience and feedback from students, these DBA have built community, encouraged reflective and self-assessment practices, and developed skills in written communication. They are inclusive and flexible, and offer frequent and effective teaching team engagement. The result is a unique digital learning space where student contributions have greater inclusions of self-reflection, well-articulated writing, and greater peer collaboration when compared with minimally moderated discussion boards.