Online Class Discussion Design and Instructor Facilitation (W9)

For my last blog post of the week, I once again followed my curiosity and selected to read the article, "The influences of an experienced instructor's discussion design and facilitation on an online learning community development: A social network analysis study." It was an interesting read, but left me somewhat unsatisfied.

The authors did an excellent job explaining Social Network Analysis (SNA), the method they used in the study. Their rationale for using it to explore how an online instructor shapes the development of a learning community made a lot of sense. I appreciated the emphasis on using SNA as a process-oriented tool rather than just a summative one, and their effort to capture interaction patterns across different time frames and discussion types.

Where I felt let down, though, was in the actual unpacking of "instructor strategies." The article gives a detailed breakdown of the types of discussion groups the instructor created: “base groups” based on students’ scholarly interests, “small teams” assigned by the instructor, and two additional formats led or chosen by students. These structural elements were clearly outlined, and I could see how they shaped student interaction patterns. But beyond the logistical setup, I wanted more insight into the instructor's actions: What prompts did she use? How did she decide when to step in or step back? What cues told her it was time to shift from facilitator to observer?

The discussion section hints that her evolving role, from guide to collaborator to observer, was effective in building a peer-supported learning community. But without more transparency around her thinking or specific facilitation choices, it felt like a missed opportunity. As someone interested in communities, I wanted more actionable takeaways. 

That said, the study did prompt me to think more about the invisible ways instructors can shape online engagement. It also made me realize how complex and nuanced the role of facilitator truly is, especially when trying to foster autonomy in an online space. I couldn't help but think about all the different things Dr. Dennen is doing for this course: the blogs, discussion prompts, hidden challenges, curated tools, and subtle nudges that keep us exploring. While not always front and center, those efforts clearly scaffold a deeper learning experience and foster a sense of community.

I'm curious, what kinds of instructor behaviors made the biggest impact on you?

Reference:

Ouyang, F., & Scharber, C. (2017). The influences of an experienced instructor's discussion design and facilitation on an online learning community development: A social network analysis study. The Internet and Higher Education, 35, 34-47. https://doi.org/10.1016/j.iheduc.2017.07.002

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