Online Discussion Guidelines

In certain weeks, you will participate in discussions focusing on various topics. When engaging in discussion, it is important that we maintain a sense of freedom to express our thoughts while at the same time providing a safe atmosphere for diverse opinions and expressions. Please keep this in mind as you are communicating with others.

All participants in a discussion should maintain a professional attitude and manner of discussion. While spirited debate is encouraged, unprofessional behavior is not. Please keep in mind that words often come across “more directly and harshly” in this written form of communication, since there are no facial gestures, body language, expression, or tone of voice to help convey your message fully. Feel free to use emotions such as :-) or :-( to help others understand humor or sadness, and be considerate of others’ feelings.

Each student should post at least twice on the discussion forum. Aim to complete your post before Friday each week to give your peers time to respond to your post. You are encouraged to engage in more than two posts every week.

Discussion criteria

The following are the criteria that will be used to determine your grade on participation. This strategy is used by the program "MBA without Boundaries" (MBAWB) at Ohio University* for their required participation in a “Question of the Week” discussion.

Level 1: comments based on prior experience.
Level 2: reporting the results of some type of research (content).
Level 3: advancing the discussion by building on other’s contributions
Level 4: synthesizing the discussion and providing an overall response to the question.

Discussion Guidelines
Criteria	Excellent	Good	Adequate	Poor
Level of Participation	Mostly level 3 & 4	Some level 3 & 4	Some level 2	Mostly level 1
Demonstration and articulation of course knowledge	Student demonstrates excellent knowledge of course content based on readings and lectures. Articulates, critically evaluates, and advances key issues in the field	Student demonstrates good knowledge of course content and is able to fairly well articulate and critically evaluate key issues in the field	Student demonstrates only fair knowledge of course content and articulates and critically evaluates key issues in the field only at a surface level	Student does not demonstrate knowledge of course content and does not articulate or critically evaluate key issues in the field
Critical Analysis of Issues	Student critically analyzes relevant issues and summarizes key issues demonstrating an advanced level of expertise	Student critically analyzes relevant issues and summarizes key issues demonstrating a good level of expertise	Student critically analyzes relevant issues and summarizes key issues demonstrating a fair level of expertise	Student critically analyzes relevant issues and summarizes key issues demonstrating a novice level of expertise
Support of Learning for Others	Student often interacts with and supports learning of others by interacting in discussions and providing resources or support for their learning	Student sometimes interacts with and supports learning of others by interacting in discussions and providing resources or support for their learning	Student rarely interacts with and supports learning of others by interacting in discussions and providing resources or support for their learning	Student never interacts with and supports learning of others by interacting in discussions and providing resources or support for their learning

Stinson, J. (2004). A Continuing Learning Community for Graduates of an MBA Program: The Experiment at Ohio University. In T. Duffy & J. Kirkley (Eds.), Learner-centered theory and practice in distance education: cases from higher education (pp.167-182). Mahwah, N.J.: Lawrence Erlbaum