Tutors must be prepared to manage difficult situations to maintain a supportive and productive environment. Keep the conversation on track and aligned with learning objectives, gently redirecting if it strays.
If a participant is dominating, a respectful interruption to invite others’ comments is necessary to ensure equitable participation.
Prompt students for elaboration, additional explanation, or supporting evidence. When a topic proves difficult, directly address the hesitancy by asking why it is challenging to discuss and acknowledging discomfort, to create a safer space for engagement.
It is imperative to immediately confront inappropriate language (e.g., racist, sexist, offensive comments), as inaction can be perceived as tacit endorsement. Approach such comments with curiosity and ask probing questions like “Tell us more about what you are thinking?” can facilitate a more constructive response. Structured opportunities for reflection, such as short writing breaks, can effectively diffuse tension or refocus the conversation. Be aware of cultural differences and potential language barriers. If a discussion becomes too heated or deviates significantly, deferring the conversation to a later time, with a clear explanation and resources for preparation, can be a valuable strategy. Tutors should also be mindful of the potential impact of sharing their own personal views, as this can inadvertently silence students with differing perspectives. Finally, effective time management, including starting and ending on time and providing brief interim summaries, is appreciated by adult learners.
Here’s a practical example of dealing with a conflict situation and inappropriate behaviour in an online discussion forum:
Alex:
Sam, using discussion boards as a main assessment makes no sense. They’re too open-ended and unstructured for serious evaluation. Did you even look at the examples in the previous module?
Sam:
Alex, that’s really unfair. I did look at the examples, and it actually recommends alternative assessments, including discussion forums. Maybe you should read more carefully before dismissing my idea.
Alex:
Look, we need something more robust. Discussion boards won’t show real learning outcomes. I think you’re missing the point of that module.
Moderator:
Hi Alex and Sam,
I see that this is a topic everyone feels strongly about, which is great! But I’d like to remind everyone to focus on the ideas, not each other. In our course on designing online learning programmes, we’re all learning from one another and exploring different approaches.
Alex, could you share specific points from the previous module that support your view about assessment robustness?
Sam, it would be helpful to hear how you would structure a discussion board to ensure it demonstrates learning outcomes as you mentioned.
Let’s all try to build on each other’s ideas and see how different assessment options could work in different contexts. If you’d like, I can link to the relevant section in the module so we can all review it together.
Thank you all for your contributions—let’s keep it constructive as we learn how to build effective online programmes!
Alex:
Sorry, Sam, I didn’t mean to come across as dismissive. Here’s what I found on page 34 about structured quizzes being preferred…
Sam:
No worries, Alex. I see your point. Here’s how I planned to grade the discussion boards using a rubric from the module…