Journal #2

Title: “Turning Lurkers into Learners”, Authors: Jason Kelly and Karen Greenhaus
Published in Learning & Leading with Technology: August, 2007

In this article the authors discuss key elements necessary for student learning in online learning environments. For various reasons they forewarn that when teachers adopt these learning formats there is a potential for some students to ‘lurk’ in the shadows of the discussion medium. This can cause the student to participate less than desired and compromise the learning process. After all, not all learners will thrive in an online discussion format. Therefore, they suggest a method to address this potential to minimize its potential.

The first method is for the teacher to develop a ‘hook’ at the start of the on-line discussion. A hook is a conversation starter that is designed to facilitate the student’s comfort in joining in the discussion. The authors state a hook is essential when first introducing online discussion in order to ‘spark’ the student’s interest and to make responding easy to accomplish without much initial knowledge.

Next, after hooking the students the authors suggest a method to sustain the student’s interest and participation. They call this ‘reeling them in.’ In describing the necessity for this method the authors forewarn of the potential for student’s interest to wane as the school term progresses. To sustain interest and keep the students ‘reeled in’ the authors suggest adopting a sampling of methods such as role-playing exercises, and/or debate style forums. These, they proclaim, will foster continued student interest and associated learning.

Also mentioned is the associated requirement of the National Education Technology Standards, (NETS) for students and how this medium helps meet the standard. The authors casually remind the reader that these online discussion tools can serve as a mechanism for incorporating technology in the learning environment. This helps remind the teacher and the reader why these formats are necessary and how they function to meet the standard.

Analysis of the article seems to focus on the author’s methods as a way to ensure that students are participating in online discussions in a way that fosters learning. They warn of the potential for students to ‘lurk’ in these environments and suggest techniques for teachers to adopt to forestall this potential. Their message is clear and easily put in very simple terms. Whether teachers will view these methods as helpful or not remains questionable. However, the author’s are clear that there is a technology standard that must be met. They correlate their methods with the standards and offer specific examples.

Question #1
Would I use online discussion sites in my classroom? I think it would be difficult to maintain student interest throughout the semester but I think I would try it. I think it is a nice way of blending student’s computer time with class time. Also, if students want to discuss and chat online they may as well do it in an environment where the teacher can participate. Also, in lower grades this can be used as an indoctrination tool to help students foster safe and solid electronic writing skills.

Question #2
Who teaches the students how to use the software in online discussion groups? I realized when reading this article that in order to have online discussion groups someone has to teach students how to use the software. My suspicion is this job falls to the teacher. It seems a bit unfair that the teacher has to not only incorporate technology in the classroom by creating a spectacular online lesson plan but then must also field all the problems associated with teaching use of all the types of software necessary to accomplish this to the 30 or so students in the class. I can’t see how this type of teaching format can be successful without the teacher being proficient in the use of the software and teaching it to the students but it seems like a heavy burden for the teacher.